Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

1stSEMESTER (and ECO) – 3rdSEMESTER –4thSEMESTER

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. 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 community where
respectfully designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect.pro 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. 3.23.2021
7/16/2020
12/2/2020
Evidence Working in a virtual Students participate
environment, class actively in the classroom
management is a bit chat to motivate their
different than a peers, encourage the
traditional brick-and- struggling ones, give
mortar environment. advice, and contribute to
Most of the peer the review sessions.
interaction occurs on a Students are taking
virtual blackboard and leadership in creating an
throughout the chat. ideal classroom
At the beginning of the environment and a safe
school year I always learning place. The
explain classroom teacher acts as a
procedures, highlighting moderator during this
the fact that every class discussion and helps
student is responsible for students to create a
keeping my classroom a positive dialogue.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
safe learning 3.23.2021
environment where
everyone respects
everyone else.
Even in a virtual
environment there are
conflicts and problems. I
intervene as quickly as
possible and, if necessary,
I communicate with
families to remind
students that respect and
inclusiveness are
necessary in my
classrooms. Students are
aware that it is their
responsibility to keep a
vibrant, interesting, and
respectful learning
environment and they
work together to keep it
that way.
7/16/2020

Solving online conflicts

require different
approaches than in the
regular brick and mortar
environments. Teacher
continues to monitor the
chat, reinforces positive
and appropriate
behaviur, does not
tolerate any kind of
harassment or form of
disrespect during class on
in the private chat or
communications (emails,
voice messages).
12/2/2020
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. 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
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. and completion of structures for interaction
virtual learning
learning tasks. that engage students Selects from a repertoire
environments that
constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
accelerated learning for
diversity, and
the full range of students.
encourage
Some students use Students use resources Students use a variety of Students routinely use a
constructive and
available resources in provided in learning resources in learning range of resources in Students participate in
productive
learning environments environments and environments and learning environments monitoring and changing
interactions among
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
students
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 3.15.2021
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
7/16/2020
12/2/2020
During my lessons I use The teacher creates
many strategies and formative
teaching styles to meet
every student’s need. I
assessments to
incorporate songs, videos, monitor in real time
drawings, pictures, text, the overall classroom
Evidence
graphs and charts. I refer performances in a
to my personal virtual environment.
experience and try to
relate to every students’
These assessments
passion, hobbies, and to are targeting every
their backgrounds. I want student and the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to make my teaching outcomes give useful
relevant to their every- information to the
day life.
Every student learns and
teacher about the
express knowledge in a classroom
different way. performance and
For this reason, I allow dynamics. Students
students to show mastery participate actively in
in multiple ways. They
can create a project, write
these assessments
a small essay, write a and by doing so give
song, make a video, or important inputs on
complete a more how the teacher can
traditional assignment. modify the lesson in
Every student is
challenged according to
order to meet every
his/her possibilities. I student’s needs.
allow my students more 3.15.2021
than one attempt per
assignment and I provide
specific and targeted
feedback. I keep my
expectations high so that
students feel challenged,
but I positively reinforce
their work. This way they
don’t feel intimidated or
afraid of taking a test.
7/16/2020

Teacher refers to
different cultures,
backgrounds,
including material
taken from different
authors and written
in different
languages(then
translated into
English), in order to
incorporate diversity
in his lessons.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/2/2020
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 offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Explores strategies to their own language and
Establishing and
establish intellectual and Models and provides behavior that contributes
maintaining learning
emotional safety in the instruction on skills that to intellectual and
environments that
classroom. develop resiliency and emotional safety in the
are physically,
support intellectual and classroom.
intellectually, and
emotional safety. Students demonstrate
emotionally safe
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the 3,23,2021
classroom.
7/16/2020
12/2/2020
Working in a virtual Students participate
environment, class actively in the classroom
management is a bit chat to motivate their
different than a peers, encourage the
traditional brick-and- struggling ones, give
mortar environment. advice, and contribute to
Most of the peer the review sessions.
interaction occurs on a Students are taking
Evidence virtual blackboard and leadership in creating an
throughout the chat. ideal classroom
At the beginning of the environment and a safe
school year I always learning place. The
explain classroom teacher acts as a
procedures, highlighting moderator in the class
the fact that every discussion and helps
student is responsible to students developing
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
keep my classroom a safe team-work skills.
learning environment 3.23.2021
where everyone respects
everyone else.
Even in a virtual
environment there are
conflicts and problems. I
intervene as quick as
possible and, if necessary,
I communicate with
families to remind
students that respect and
inclusiveness are
necessary in my
classrooms. Students are
aware that it is their
responsibility to keep a
vibrant, interesting, and
respectful learning
environment and they
work together to keep it
that way.
7/16/2020

Teacher constantly
offers support to his
students. The
support could be
either academic (if
students need help in
their classes) or
emotional, if students
have to deal with
difficult situations or
need help to perform
at their best.
12/2/2020

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
learning achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations students. address achievement in meeting high differentiated strategies
and appropriate gaps. expectations for to meet high expectations.
support for all achievement.
students Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter. 3.23.2021
7/16/2020
12/2/2020
Evidence During my lessons I use One of my students
many strategies and contributed to the class
teaching styles to meet teaching part of the
every student’s need. I lesson. He presented the
incorporate songs, videos, history of Martian
drawings, pictures, text, explorations. He inspired
graphs and charts. Every all the other students
student learns and who, in the future, will
express knowledge in a take turns to present part
different way. of my lessons. The
For this reason, I allow teacher supports students
students to show mastery in their research and
in multiple ways. They presentation, offering
can create a project, write them the opportunity to
a small essay, write a develop new skills such as
song, make a video, or talking to an audience,
complete a more cite the sources or a web
traditional assignment. search, practice analytical
Every student is and critical thinking.
challenged according to 3.23.2021
his/hers possibilities. I
allow my students more
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
than one attempt per
assignment and I provide
specific and targeted
feedback. I keep my
expectations high so that
students feel challenged,
but I positively reinforce
their work. This way they
don’t feel intimidated or
afraid of taking a test.
7/16/2020

Teacher has high

expectations from
students. Teacher offers a
large variety of ways for
students to show mastery
according to their
capabilities. Teacher
provides prompt, timely,
targeted feedback and
allows students to retake
assignments after reading
the feedback and re-
studying the
material.Teacher
schedules support
sessions to help
struggling students and
give them new
information that can be
used to successfully
complete the
assignments.
12/2/2020

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for individual and group individual and group behavior within and
behavior. behavior. across learning activities.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
behavior
Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group
consequences. and consequences and consequences and behaviors and encourage
respond to guidance in increase positive and support each other to
following them. behaviors. make improvements.
7/16/2020
12/2/2020
Evidence Every student is
challenged according to
his/hers possibilities. I
allow my students more
than one attempt per
assignment and I provide
specific and targeted
feedback. I keep my
expectations high so that
students feel challenged,
but I positively reinforce
their work. This way they
don’t feel intimidated or
afraid of taking a test
I use a variety of Web 2.0
tools during our live
lessons so that I can see
mastery and gaps in real
time. I am able to use
these assessments to
guide instruction and
follow up materials.
I invite students to share
responses in class and
give feedback in real time.
Students that do not wish
maintaining high
standards for individual
and group behaviors.
Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
3.23.2021
Students participate
actively in the classroom
chat to motivate their
peers, encourage the
struggling ones, give
advice, and contribute to
the review sessions.
Students are taking
leadership in creating an
ideal classroom
environment and a safe
learning place. The
teacher acts as a
moderator during this
class discussion and helps
students to create a
positive dialogue.
3.23.2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to share, can compare
their own work to those
shared in class.
7/16/2020

Teacher challenges
students giving them
problems requiring
critical thinking.
Teacher supports
every student (via
1:1 support or
enrichment
lessons)and help
them to complete
successfully these
challenging
assignments. Teacher
provides prompt,
targeted, and timely
feedback that can
benefit students.
12/2/2020

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
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning climate. disruptive to the learning
Students participate in climate.
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and
learning, and positive and effective feedback monitoring of routines,
reinforcement in and consequences for procedures, and norms in
following routines, behaviors that interfere ways that improve the
procedures, and norms. with learning. learning climate.
7/16/2020
12/2/2020
Evidence Working in a virtual
environment, class
management is a bit
different than a
traditional brick-and-
mortar environment.
Most of the peer
interaction occurs on a
virtual blackboard and
throughout the chat.
At the beginning of the
school year I always
explain classroom
procedures, highlighting
the fact that every
student is responsible to
keep my classroom a safe
learning environment
where everyone respects
everyone else.
Even in a virtual
environment there are
conflicts and problems. I
intervene as quick as
possible and, if necessary,
I communicate with
families to remind
students that respect and
inclusiveness are
necessary in my
classrooms. Students are
positive classroom
climate that eliminate
most disruptive behavior.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
3.23.2021
Students participate
actively in the classroom
chat to motivate their
peers, encourage the
struggling ones, give
advice, and contribute to
the review sessions.
Students are taking
leadership in creating an
ideal classroom
environment and a safe
learning place. The
teacher acts as a
moderator in the class
discussion and helps
students developing
team-work skills.
3.23.2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
aware that it is their
responsibility to keep a
vibrant, interesting, and
respectful learning
environment and they
work together to keep it
that way.
7/16/2020

Teacher periodically
repeats norms and
procedures in class.
Teacher does not
tolerate misconducts
in class. Teacher is in
constants contact
with the families to
provide positive
feedback or to give
specific instructions
if students do not
understand the class
norms and
procedures. Teacher
wants to maintain a
healthy, vibrant,
engaging learning
environment.
12/2/2020

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. 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
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
7/16/2020
Working in a virtual
environment, it is crucial
to have an in-depth
communication with
every student and
families.
I constantly assess every
student, both informally
during synchronous
lessons or targeted
support sessions, and
formally through tests,
quizzes, and assignment.
I provide prompt and
targeted feedback after
each assignment and I
schedule support
sessions on request
whenever the student or I
think this is necessary.
Interacting with the
families and learning
coaches is a fundamental
ingredient for having
successful students. I
often call parents (either
on phone or
videoconferencing) to
discuss the students’
progress, improvements,
strengths and
weaknesses. This way I
can create targeted plans
for each students,
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
3.2.2021
The teacher, together
with a Professional
Learning Community,
creates formative
assessments that can
be offered during the
virtual lessons. These
assessments provide
important
information in real-
time and the teacher
can adjust his
teaching according to
the outcomes of these
synchronous
formative
assessments (usually
performed on Google
Form). Students
show their mastery
by answering these
simple assessments
without feeling the
pressure of being
evaluated.
Students can define
the timing and pacing
of the lesson by
answering to these
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
supporting each one in a formative
unique way. assessments.
7/16/2020
3.2.2021
Teacher interacts
with students
families and students
throughout the entire
school year. Teacher
clearly states goals
and expectations for
each semester, unit,
and lesson. Teacher
paces his teaching
according to
students’
performances and, if
necessary, re-teaches
the lessons. Teacher
shares a detailed
calendar for each
unit. Students have a
clear vision of the
timing for each unit
and of the goals of
each lessons.
12/2/2020