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 and student interactions. Assists for resolving conflict and improvement of the caring
support social respect in communications students to resolve creating and maintaining a community based on
development. with students about conflicts. caring classroom respect, fairness, and the
language and behavior. Incorporates cultural community.   value of all members.
Seeks to understand awareness to develop a Supports students in taking
Promoting social
cultural perceptions of positive classroom climate. leadership in developing a
Development and
caring community. 3.9.20 caring community that is
responsibility within a
responsive to the diverse Students take leadership in
caring community
Some students share in Students participate in Students demonstrate cultural norms of identities resolving conflict and
where each student is
responsibility for the occasional community efforts to be positive, of all students. 10.15.20 creating a fair and
treated fairly and
classroom community. building activities, accepting, and respectful of respectful classroom
respectfully
designed to promote differences. 9.22.19 3.9.20 Students take responsibility community where student’s
caring, fairness, and resolving conflicts and home culture is included
respect. maintaining a caring and valued. Students
classroom community. communicate with empathy
Students promote respect and understanding in
and appreciation for interactions with one
differences. 10.15.20 another.

Evidence Students are rewarded This year I started

individually and as a class
for positive behavior
choices. I help students
resolve their conflicts
which may happen on the
playground or in the
classroom and we talk
about how things came
about, what we can do to
remedy the situation and
how we can prevent it from
happening again so that it
really is a teachable
moment. 9.22.19
Students are read several
different books throughout
the year that focus on
social skills and conflict
resolution. 3.9.20
using Scholastic News in
my classroom that acts
like a newspaper for the
students to use there are
also extension activities
online that include
videos, vocabulary,
games, worksheets for
students to show mastery
and they offer higher
thinking worksheets. I
have also started asking
students to resolve a
conflict on their own and
will set a timer for them
to talk in a place where I
can see and overhear
what they are saying and
if they have not been able
to resolve it after the
timer goes off then I will
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
step in and help facilitate
a reconciliation. 10.15.20

This is a message that I

keep coming back to this
year on how do students
want to be treated, we've
read books, such as
the Good Egg, which talks
about being kind to others
and how we can't change
them but rather we are in
charge of our own actions. 
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 can support
Creating physical or learning.
virtual learning
environments that
promote student
learning, reflect
diversity, and
encourage Some students use available
constructive and resources in learning
productive environments during
interactions among instruction.
students
Evidence
Exploring
Experiments with and/or
virtual learning
environments that support
student learning. 9.22.19
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. 9.22.19
Virtual learning in this
environment is challenging
since students do not have
their own devices. I am the
one who controls the only
computer in the room.
Students are encouraged to
interact with the materials
provided for them and with
each other and to use
academic language. 9.22.19
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
3.9.20
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks. 9.22.19
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.
Students are given breaks
throughout the assignments
with frequent check ins and
students are given a variety
of different learning styles.
All work must be checked
by me before they are
allowed to turn in their
assignment. 9.22.19
Students are given time to
use their body in total
physical response learning
and can move around the
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in learning.
artifacts that are current Ensures that environments
and integral to enhance learning and
instruction. reflect diversity within and
beyond the classroom.
Integrates a variety of
structures for interaction Selects from a repertoire of
that engage students structures for interaction to
constructively and ensure accelerated learning
productively in learning. for the full range of
10.15.20 students.
Students participate in
Students routinely use a monitoring and changing
range of resources in the design of learning
learning environments environments and structures
that relate to and enhance for interactions.
instruction and reflect
their diversity.
Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
In March 2020 when
Covid-19 hit we switched
immediately to distance
learning and we were
mandated to send out
daily lesson plans and
told to keep our students
busy all day. Then we
were told to use Zoom. In
addition to doing Zoom
live lessons with my
students I created my
own YouTube Channel
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
room as needed if my where my students could
expectations of what our watch lessons that I had
classroom should look like pre-recorded since that
are being met. 3.9.20 worked better for many of
their schedules. By
showing this kind of
flexibility I was able to
reach more of my
students by meeting them
with their scheduling
needs. They also
appreciated the pre-
recorded videos so they
could pause and re-watch
the lessons instead of
being afraid of missing it
the first time during the
live lessons. 10.15.20

By doing
Global Citizenship lessons
like the one I teach for
Christmas Around the
World which was
something that was already
part of my teaching. Where
students are learning about
other children from
around the world so they
can see similarities so that
their differences do not
seem so large. 3.31.21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying
Adheres to policies and Recognizes and addresses Anticipates and reduces
laws regarding safety that safety issues regarding risks to physical,
are required by the site, materials, student intellectual, and emotional
district, and state. interactions, and the safety using multiple
Responds to behaviors that organization of the learning strategies that include
impact student safety as environments. examining biases in the
they arise. learning environment and
curriculum.
Establishing and
maintaining learning Explores strategies to Models and provides
environments that are establish intellectual and instruction on skills that
physically, emotional safety in the develop resiliency and
intellectually, and classroom. support intellectual and
emotionally safe emotional safety.
Students are aware of
required safety procedures Students follow teacher Students take risks, offer
and the school and guidance regarding opinions, and share
classroom rational for potential safety issues for alternative perspectives
maintaining safety. self or others. 9.22.19 3.9.20
Evidence Before beginning I remind
the students of my
expectations as well as go
over the class rules and
expectations that they
created as a class. We
discuss how each student
has strengths and what
comes easy for one child
might be difficult for
another. I call on a variety
of students for an answer
and I respond to each one
by saying “thank you” and
once I’ve collected a
variety of answers I will let
them know which answer I
would agree with. This
allows them to feel safe
and valued for participating
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent viewpoints. maintenance of a safe
10.15.20 physical, intellectual, and
emotional environment
focused on high quality and
rigorous learning.
Engages in reflection on
their own language and
behavior that contributes to
intellectual and emotional
safety in the classroom.
10.15.20
Students demonstrate
resiliency in perseverance
Students develop and for academic achievement.
practice resiliency skills Students maintain
and strategies to strive for intellectual and emotional
academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
We read books about good
behavior as well as use our
Scholastic News which
talks about communities,
bullying and growth
mindsets. All of these
things are to help students
realize that they are in
control of their actions and
words. We also use and
“Fab Tags” to help students
receive positive
reinforcement for good
behavior. I also send home
notes to parents when
students are kind and
thoughtful. I’ve also started
asking students to put
themselves into situations
we are learning about in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
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
Creating a rigorous expectations for students. expectations for students
learning environment while becoming aware of
with high expectations achievement patterns for
and appropriate individuals and groups of
support for all students.
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. 9.22.19
Students are held to a high
standard and I want them to
always put forth their best
work even if the task is
challenging for them.
Students are grouped by
Evidence ability and students are
provided scaffolding from
peers, chunking of
information and additional
support from me. 9.22.19
even if they may not have
been spot on. 9.22.19.
3.9.20
Applying
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. 10.15.20
Students all have the same
given math page to do but
the amount of problems
could be different or in
writing they have the same
prompt but some students
are writing one paragraph
while others are writing
several. 3.9.20
literature and Social
Studies to think about how
they would respond to
those situations. That way
they can gain empathy for
how others think and that
background. 10.15.20
3.31.21
Integrating Innovating
Integrates rigor throughout Facilitates a rigorous
the learning environment learning environment in
that values accuracy, which students take
analysis, and critical leadership in learning.
reading, writing and Fosters extended studies,
thinking. research, analysis and
Integrates strategic purposeful use of learning.
scaffolds and technologies Supports students to utilize
throughout instruction that an extensive repertoire of
support the full range of differentiated strategies to
learners in meeting high meet high expectations.
expectations for
achievement. 10.15.20 Students take responsibility
to fully utilize teacher and
Students actively use peer support, to achieve
supports and challenges to consistently high levels of
complete critical reading, factual and analytical
writing, higher order learning.
thinking, and problem
solving across subject
matter. 3.31.21
By using nearpod I can
either search for a lesson
that has already been
made by others or I can
create my own lesson and
add in formative and
summative assessments.
Students can either go
through these lessons on
their own or I can lead
the lesson and lock them
into the lesson so I can
control their screen.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have been able
to visit Mars without
leaving my class and it
has given me assessment
data all while allowing me
to put in extra supports
such as visuals or realia
for my students. 10.15.20
Students are given
differentiated math
coloring pages as well as
differentiated reading
groups. I recently posed a
challenge to my students to
read 30 books. For some of
my struggling readers I am
allowing them to read
graphic novels, whereas
my higher reading students
are encouraged to read
chapter books. 3.31.21

Element 2.5 Emerging Exploring Applying Integrating Innovating

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. 9.22.19
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.
10.15.20
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 came up with my own
class rules and we also
created a set of class
rules/expectations together
and all signed them. This
poster hangs in my
classroom as a reminder to
all of us. Students are given
expectations ahead of time
and we also discuss the
consequences for breaking
the rules. We talk about
how everyone in our class
has a right to learn and that
another student does not
have permission to take
away someone’s
opportunity to learn.
9.22.19
Evidence
Students can earn “Fab
Tags” for doing good deeds
or getting a good test score.
I did both of these to show
that they are both important
and that being a good
student is not enough. It
mattes how we treat
people. 3.9.20
Students help create
posters at the beginning
of the year that tell how
we are to act in the
classroom during
independent work, group
work and how to use
supplies. This helps
students take ownership
of the rules rather than it
all being teacher
directed.  10.15.20
Recently, I've allowed this
class have "math experts"
these are students who are
scoring above average and
grasp concepts
quickly. While I am
working with a small group
these students are able to
help lower performing
students solve problems.
I've trained them to not
give the answers but to
walk them through how to
solve each problem just as
a teacher would.  3.31.21
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.
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.
9.22.19
The first few weeks of
school we focused
primarily on the routines
and expectations of our
class while also doing team
building/getting to know
you exercises. Students
may be praised in front of
their classmates, or a
positive note home, or by
earning a “brag tag” to put
on their necklace that we
wear on Friday’s. For
negative behaviors I try
and conference with the
student individually so as
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.
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that
improve the learning
climate. 10.15.20
At the end of each month
students are asked to give
me a reflection on how
things went that month and
to recap what they learned
and if there is anything I
should change moving
forward. After the end of
the 2nd month of school our
school administrator sent
our a parent questionnaire
to our families that asked to
give feedback on
homework loads, level of
communication from
teachers so we can adjust.
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.
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. 3.31.21
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning. 3.31.21
I think this is where I
would still rank myself, we
have our hand signals and I
incorporated mystery
reward system where
students will display a
positive behavior that I
want to see. When they
have done that behavior I
take a post it note off and
once all the post it notes
have been revealed they
earn a mystery reward.
3.31.21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
not to embarrass them.
Students are given one
warning before they have a
consequence which is
developmentally
appropriate. 9.22.19 3.9.20
10.15.20
At the end of the year I also
send out my own personal
survey to let parents score
me on how I did this past
year and ask them to let me
know what I should change
if anything. 10.15.20
I think this is where I
would still rank myself, we
have our hand signals and I
incorporated mystery
reward system where
students will display a
positive behavior that I
want to see. When they
have done that behavior I
take a post it note off and
once all the post it notes
have been revealed they
earn a mystery reward.
3.31.21

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. 9.22.19
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.
3.9.20
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. 10.15.20
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I need to work on the
closure of lessons. At times
it can be rushed due to
interruptions that I cannot
control. Students do give a
self reflection of
understanding at the
beginning of the lesson and
at the end. Students are
given review time as well
as practice the new skills.
Variety of activities may
need to be expanded upon.
9.22.19
Evidence
For certain subjects if
students finish they are
allowed to do different
extension activities but this
is not the case for all
subjects. 3.9.20
Students are asked to give
what they think would be
an acceptable amount to
complete an assignment
and I will adjust the time
from there based upon
what I am seeing in their
work. Students are not
rushed but also not given
extra time to get off track.
Using a visual timer
students can check in on
the clock. I also am doing
more rotations this year so
that students are getting to
complete their traditional
work while also having
time for extension
activities. 10.15.20
When students finish early
they are given a math
extension page which
focuses on adding,
subtracting or
multiplication skills
depending upon what they
need to work on. 3.31.21