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
cultural perceptions of positive classroom developing a caring
Promoting social caring community. climate. 7/16/2020 community that is Students take leadership
Development and responsive to the diverse in resolving conflict and
responsibility within Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
a caring community responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
where each student classroom community. building activities, accepting, and respectful 10/25/2020 community where
is treated fairly and designed to promote of differences. 7/16/2020 4/27/2021 student’s home culture is
respectfully caring, fairness, and included and valued.
respect. Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Being from a culturally
mixed family, I relate to
the mixture of the
cultures in our school. I
often use cultural stories
and examples about
myself, and encourage
students to tell their own.
When a student disrupts
the positive classroom
environment, I turn to the
rules/consequences
displayed in my
classroom, which
students have to follow as
they take responsibility
Evidence for their actions. I try to
resolve conflicts inside
the classroom to prevent
students from missing
any lessons, and only if
the behavior is too
disruptive, our school
moves forward with the
Restorative Justice
Practice. Students
demonstrate positive and
respectful efforts as they
treat each other with
kindness, and help each
other with math concepts
as well as on a personal
level. 7/16/2020
With school being
completely online, we
make sure to have lots of
conversations about
cultivating safe and
respectful learning
environment. Our school
created a Diversity
Committee which I am a
member of, along with
other teachers, parents,
and students. We hold
weekly meetings and
discussions about how to
be more responsive to
diverse cultural norms.
The students who are
members of the
committee pass on their
learnings and knowledge
through the 15 minutes a
week that I dedicate to
divide my classes into
groups via Zoom
breakout rooms in order
for them to communicate
these ideas to each other.
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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 resources for learning. resources, displays, and engage students in
learning. 7/16/2020 artifacts that are current learning. Ensures that
Structures for interaction 12/11/2020 and integral to environments enhance
Is aware that structured are taught in single instruction. learning and reflect
interaction between lessons or sequence of Utilizes a variety of 4/27/2021 diversity within and
students can support lessons to support structures for interaction beyond the classroom.
learning. student learning. during learning activities
that ensures a focus on Integrates a variety of Selects from a repertoire
Creating physical or
and completion of structures for interaction of structures for
virtual learning
learning tasks. that engage students interaction to ensure
environments that
7/16/2020 constructively and accelerated learning for
promote student
12/11/2020 productively in learning. the full range of students.
learning, reflect
Some students use Students use resources 4/27/2021
diversity, and
available resources in provided in learning Students participate in
encourage
learning environments environments and monitoring and changing
constructive and
during instruction. interact with each other the design of learning
productive
to understand and Students routinely use a environments and
interactions among
complete learning tasks in Students use a variety of range of resources in structures for
students
single lessons or resources in learning learning environments interactions.
sequence of lessons. environments and that relate to and enhance
interact in ways that instruction and reflect
deepen their their diversity.
understanding of the Students share in
content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
7/16/2020 effectiveness and develop
12/11/2020 a positive culture for
learning.
4/27/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I create bulletin boards I come from a
and posters that reflect multicultural family and
diversity within the background. Having lived
students, as well as in three different
displaying their countries, and speaking
assignments/projects up different languages has
on the wall so that they made me aware and
may be proud of their sensitive to other cultures
work. I switch between a and customs. I believe
few structures when diverse cultures need to
conducting my lessons, be celebrated among
such as: warm up, colleagues and students.
problem explanation, An instance of my
student work, collaboration as an
assessment. I have the educator is my constant
weekly agenda up on the communication with the
board along with the two Special Education
Evidence homework assignments. teachers in our school.
Students often work in They are present for all of
groups/pairs, and use my classes, and together
resources such as online we design individualized
textbooks, worksheets, education plans for each
and more. student in need.
7/16/2020 I am a member of our
12/11/2020 school’s diversity
committee, where we
hold weekly meetings to
discuss ways that we can
incorporate more
diversity into our
curriculum and the
school’s culture.
4/27/2021
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 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 7/16/2020 emotional environment
as they arise. in the learning 12/11/2020 focused on high quality
environment and and rigorous learning.
curriculum. 4/27/2021
Explores strategies to
establish intellectual and Models and provides
emotional safety in the instruction on skills that Engages in reflection on
classroom. develop resiliency and their own language and
Establishing and support intellectual and behavior that contributes
maintaining learning emotional safety. to intellectual and
environments that Students are aware of emotional safety in the
are physically, required safety Students follow teacher classroom. Students demonstrate
intellectually, and procedures and the guidance regarding Students take risks, offer 7/16/2020 resiliency in
emotionally safe school and classroom potential safety issues for opinions, and share 12/11/2020 perseverance for
rational for maintaining self or others. alternative perspectives academic achievement.
safety. Students maintain
intellectual and emotional
Students develop and safety for themselves and
practice resiliency skills others in the classroom.
and strategies to strive 4/27/2021
for academic
achievement, and
establish intellectual and
emotional safety in the
classroom.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I encourage any answer,
even wrong ones, in order
to ensure that students
do not get discouraged.
When students make a
common error in solving
problems, I often react
with: “That is my favorite
mistake! Thank you for
making it. Now I get the
chance to explain it to the
class.” This makes the
student feel good about
their mistake, rather than
ashamed, and encourages
future risk-taking. I
encourage students to
Evidence turn their frustrations
into questions and
learning moments. I
guide my students to
resolve any intellectual
and emotional struggle
with kindness to one
another, by using their
words and taking turns
when they speak. This
encourages patience
towards one another and
in their own
achievements, in and out
of the classroom.
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Element 2.4 Emerging Exploring Applying Integrating
Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor
learning learning environment on learning environment learning environment throughout the learning
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing
support for all Is aware of the targeted learning goals. challenge. and thinking.
I create a safe learning
environment where
everybody can learn,
express opinions, and
grow.
My lessons include
different strategies for
different types of
learners: visual models,
hands-on activities,
videos, games, etc. I
provide students with
IEPs personalized
instructions adjusted
according to their
accommodations.
I try to cultivate an ability
to access the students
who are less talkative and
participate very rarely in
order for me to carry out
my commitment to their
learning and cognitive
growth.
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Innovating
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students 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
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
gaps. 7/16/2020 expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a 10/25/2020
teacher support to groups of students work variety of differentiated 4/27/2021 Students take
understand or complete with the teacher to supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote utilize teacher and peer
comprehension in their their accuracy, analysis, Students actively use support, to achieve
learning. and problem solving in supports and challenges consistently high levels of
learning. 7/16/2020 to complete critical factual and analytical
reading, writing, higher learning.
order thinking, and
problem solving across
subject matter.
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As the name of our school With school transitioning

suggests (Ivy Bound to 100% remote learning,
Academy), we hold our we did not lower the
students to the standard standards for our
of preparedness to enroll students’ academic
into Ivy league achievements and
universities should they expectations. If anything,
choose to. This means they had to step up and
that the educational become proficient at
standard across all technologies they have
disciplines in our school never used before, and
Evidence is high. When it comes to learn new methods of
achievement gaps, I set studying, attending class,
realistic individual goals etc. This creates a more
for my students to independent student
progressively achieve body, along with a
their expected level of teacher body that is
progress. I do the same pushed to learn new ways
with English learning and tricks of carrying out
students and students today’s way of school.
with IEPs. 7/16/2020 For instance, I began
incorporating many
Discovery lessons
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
(research-based lessons)
in my class, ensuring that
my students understand
the connection between
math and the world
around them. Discovery
lessons are only one
example of how distance
learning encouraged me
to figure out ways of
ensuring engaging
lessons and student
interest through online
tools.
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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 supports, environment using
for individual and group involvement. responsive instruction to and consequences for systems that ensure
behavior. Communicates, models develop and maintain individual and group behavior students take an active
and explains high standards for within and across learning role in monitoring and
expectations for individual and group activities. maintaining high
individual and group behavior. 7/16/2020 10/25/2020 standards for individual
behavior. 4/27/2021 and group behaviors.
Refers to standards for Utilizes routine
Developing,
behavior and applies Reviews standards for references to standards
communicating, and
consequences as needed. behavior with students for behavior prior and Guides and supports students
maintaining
in single lessons or during individual and to self-assess, monitor, and set
high standards for
sequence of lessons in group work. 7/16/2020 goals for individual and group
individual and group
anticipation of need for behavior and participation.
behavior
reinforcement. 10/25/2020
Students are aware of Students follow behavior 4/27/2021 Students demonstrate
classroom rules and Students know expectations, accept positive behavior,
consequences. expectations for consequences and consistent participation
behavior and increase positive Students respond to individual and are valued for their
consequences and behaviors. 7/16/2020 and group behaviors and unique identities.
respond to guidance in encourage and support each
following them. other to make improvements.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I periodically remind My class has clear virtual class
students that especially instructions/rules/expectations
in math, they are on my syllabus to be followed
expected to know the by everyone who is part of the
current topic in order to class. Participation points are
learn the next one. I use taken away from those who do
metaphors such as a not follow these rules. To
building with its reward positive behavior, our
foundational layers school has a merit system.
needed to support the Merits can be given to students
next one. More for being scholarly, honorable,
generally, I remind them or visionary. We hold a weekly
that expectations are raffle with students who’ve
high for their next earned merits, and two winners
educational journey get a small price.
(next grade level, high I utilize Zoom’s breakout
school, college, etc.) rooms, which have their own
Evidence Students follow set of rules in addition to the
expectation by taking general class rules. For
advantage of make-up instance, listening to each other
opportunities such as: respectfully, not speaking over
turning in missing work, each other, taking turns, etc.
test corrections, A.M. (since they do not need to be
assistance, etc. muted in a breakout room). I
7/16/2020 often assign my students
individual roles with a
responsibility during their time
working in groups. This
encourages the students to
monitor each other’s and their
own behavior and progress.
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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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
can learn monitoring of norms. learning climate that Classroom climate
7/16/2020 builds on student integrates school
12/11/2020 strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Promotes positive
behavior. to disruptive behavior. behaviors and Promotes positive
Provides positive consistently prevents or behaviors and establishes
behavior supports. refocuses behaviors preventions and a
Responds appropriately disruptive to the learning positive classroom
to behaviors in ways that climate. climate that eliminate
lessen disruptions to the most disruptive behavior.
learning climate.
Students participate in
Students are aware of Students receive routines, procedures, and
procedures, routines, and correction for behavior norms and receive Students are involved in Students share
classroom norms. that interferes with reinforcement for assessment and responsibility with
learning, and positive positive behaviors. monitoring of routines, teacher for managing and
reinforcement in 7/16/2020 procedures, and norms in maintaining a positive
following routines, 12/11/2020 ways that improve the classroom climate that
procedures, and norms. learning climate. promotes learning.
4/27/2021
Students receive timely
and effective feedback
and consequences for
behaviors that interfere
with learning.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are familiar with I specifically teach and
my classroom routine. review all the
For example: the first five routines daily. I define
minute of class behavioral expectations
(monitored by a timer o for each routine so that
the board) are dedicated they are developmentally
to completing the daily appropriate, culturally
warm-up problem. The responsive and positively
timer encourages stated.
students to get in the I provide positive
seats and start working attention to
right away without students when they
chatting prior to class. A effectively demonstrate
culturally-responsive the routines using praise
routine our students have or rewards.
become accustomed to is 4/27/2021
Evidence our shortened Friday bell
schedule which suits our
large Jewish student
body. I utilize a “merit
system” in which I award
merits that are monitored
online for good behavior,
academic achievements,
etc. which result in
weekly prizes. I provide
quick feedback to
students by having their
work graded and
returned daily.
7/16/2020
12/11/2020

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Using instructional Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
time to optimize how transitions and for sufficient student instruction, checking for learning. Supports
learning 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.
7/16/2020
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 12/11/2020 Students monitor their
and complete a variety of 4/27/2021 own time, are engaged in
learning activities in the accomplishing learning
time allotted with options goals, and participate in
for extension and review. reflection, self-
Students use their assessment, and goal
instructional time to setting.
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
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4/27/2021
Creating lesson plans for
each day guides my time
management skills to
ensure that I cover all the
intended material for that
day. Students are
exposed to my timed
structure through the
daily agenda that I
display on the board with
correlating time stamps
of how long each portion
of the lesson should take.
I use a timer on the board
so that both the students
and I can follow the time
slots.
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