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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. 12/8/20 community that is Students take leadership
responsibility within
9/21/19 responsive to the diverse in resolving conflict and
a caring community
Some students share in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom community. occasional community accepting, and respectful 4/6/21 community where
respectfully
building activities, of differences. 12/8/20 student’s home culture is
designed to promote Students take included and valued.
caring, fairness, and responsibility resolving Students communicate
respect. 5/8/20 conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
Each Friday we did My rule is that we have Since I teach 6th grade, I
something as a class mutual respect for have to be intentional
virtually, like prayer everyone in the about modeling how to
requests and praises and classroom. This creates a treat each other because
games like 20 questions culture of respect for one they are at a fragile age
to keep our fun classroom another and a place where drama starts
culture without actually where we feel like family. between students. I like
being in person for I always model what I to empower the students
instruction. 5/8/20 expect for my students to figure out problems
Evidence because I want to set themselves with my
them up for success. Since assistance when needed.
I teach 6th graders, I do 4/6/21
have to solve some
conflicts between girls.
12/8/20
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 Develops physical Maintains physical Adapts physical and/or
importance of the physical and/or virtual environments that reflect environments that reflect environments flexibly to
physical and/or virtual learning environments student diversity and student diversity and facilitate access to a wide
learning environments that support student provide a range of provides a broad range of range of resources that
that support student learning. 12/8/20 9.21.19 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. 4/6/21 learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. 5/8/20 that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use a variety of Students routinely use a
productive
available resources in Students use resources resources in learning range of resources in Students participate in
interactions among
learning environments provided in learning environments and learning environments monitoring and changing
students
during instruction. environments and interact in ways that that relate to and enhance the design of learning
interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks in content and develop Students share in interactions.
single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
12/8/20 9.21.19 interactions to improve
effectiveness and develop
a positive culture for
learning.
I have my room set up One of the tools that I use Well, because of covid, I
with individual desks and is Google Docs and Slides cannot have grouped
a whiteboard table that is because I am able to see desks, so right now the
good for small group students’ real time desks are spaced apart
instruction. If we weren’t progress. I love using and in rows. In my room, I
in covid, I would change Flipgrid and Seesaw as have positive posters all
their seating well because I can see around my room for
Evidence
arrangements every what they know and they motivation for my
month to set the students can use them both as students, as well as
up for success. 12/8/20 different ways to show displays of amazing
learning. 5/8/20 student work, math, and
ELA boards that display
what we are currently
working on. 4/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise. 12/8/20 9.21.19
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom.
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 12/8/20
9.21.19
I look around the learning
environment and make
sure that the safety and
security of my students
comes first. I outline the
safe ways to handle
materials, student
interactions, and
organization. 12/8/20
Evidence
My students are pretty
good at following
directions when it
involves safety of
themselves and others.
12/8/20
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum.
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety. 5/8/20
Students take risks, offer
opinions, and share
alternative perspectives.
Especially during remote
learning during this
semester, it was more
important than ever to
make sure the students
were being intellectually
and emotionally safe. It is
tough not to see my
students every day, and I
know it is killing them not
being able to see their
friends every day as well.
I make the students check
in every day with a
questionnaire and a
morning question to see
how they are doing.
5/8/20
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent maintenance of a safe
viewpoints. 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.
Students demonstrate
resiliency in perseverance
Students develop and for academic
practice resiliency skills achievement.
and strategies to strive Students maintain
for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 4/6/21
I model for my students
the importance of
checking their work and
making sure they are
reading the question
correctly. I also give them
ample time throughout
the week to S.U.R.F.
(Sustained Uninterrupted
Reading Fun) to ensure
they can stay on task and
work toward their
reading goals. 4/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. 5/8/20 address achievement in meeting high differentiated strategies
support for all 12/8/20 gaps. 4/6/21 expectations for to meet high expectations.
students achievement.
Some students ask for Students engage in a Students take
teacher support to Some individuals and variety of differentiated Students actively use responsibility to fully
understand or complete groups of students work supports and challenges supports and challenges utilize teacher and peer
learning tasks. with the teacher to in ways that promote to complete critical support, to achieve
support accuracy and their accuracy, analysis, reading, writing, higher consistently high levels of
comprehension in their and problem solving in order thinking, and factual and analytical
learning. 9.21.19 learning. problem solving across learning.
subject matter.
I met with each one of my My students know that it
students at the beginning is okay not to know
of the third quarter to everything, and I would
discuss how they did in rather have them ask
the second quarter and questions when they do
how they could improve not understand rather
for the third and fourth than faking like they
quarters and set know and then flailing
S.M.A.R.T. goals to reach. around later. I have the
Evidence This helped them to set students in leveled
achievable goals they groups based on math
could reach with skill. For those students
accountability. 5/8/20 who need the extra help
in math, I always meet
with them in small group
or one-on-one format to
go over what they need to
know for the math
concept. 4/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence for individuals, table know well. If they are
groups, and the whole messing around, they will
class, as well as get a warning and then
consequences for them as will be nicely asked to
well. 12/8/20 drop out of the video
chat. I did not have any of
those behaviors from my
students, because they all
followed the rules.
5/8/20
our sticky notes from our
mystery reward board,
and the students are
really good at keeping
each other accountable to
turn in all homework and
not shouting out. 4/6/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
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.
Employing classroom Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports 12/8/20 to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate.4/6/21 climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of positive behaviors.
procedures, routines, and Students receive 5/8/20 Students are involved in Students share
classroom norms. correction for behavior assessment and responsibility with
that interferes with Students receive timely monitoring of routines, teacher for managing and
learning, and positive and effective feedback procedures, and norms in maintaining a positive
reinforcement in and consequences for ways that improve the classroom climate that
following routines, behaviors that interfere learning climate. 4/6/21 promotes learning.
procedures, and norms. with learning. 5/8/20
12/8/20 9.21.19
My students know the I love positive I make sure that I point
type of behavior I expect reinforcement for my out those students who
from them, and what will students. It helps them to are doing what I want to
happen if they make a focus better in class and see in the classroom, and
bad choice. They also respect themselves, me, the other students follow
know what to expect and their peers. It is suit. I also make sure
Evidence when I reward individual different in virtual those students who are
behavior, group behavior, learning, because I have not following directions
and/or whole class to think out of the box to are refocused and
behavior. 12/8/20 how to give the students attentive to me or what
positive reinforcement they are supposed to be
when they are not in front doing. My classroom
of me in class. So far, it helpers also are good to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
has helped me a lot to be monitor the students and
more intentional about make sure they are on
my positive feedback and task. 4/6/21
giving it right away and
often because they do not
see me in person. 5/8/20

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. 9.21.19
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
12/8/20 5/8/20 4/6/21
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
12/8/20 5/8/20 sequence of instruction.
4/6/21
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.

Most of the time, my
students are pretty good
at completing learning
activities in the allotted
time. There are a few
students that I make
specific accommodations
with regarding time
allotted on tasks and
Evidence expectations for
completion. Usually those
students are my students
with learning challenges.
9.21.19
I always check in with my I always check to see how
students and ask how my math students are
they’re doing. I have them doing at various points
show me their thumbs throughout the lesson. I
(up, sideways, down) to never want to move too
see how they are fast where the students
understanding the math are lost and I did not stop
content. I then know how to check for
to pace the instruction, understanding. My
and if I need to give more students know that math
time and further builds on each other, and
explanation. 12/8/20 if you do not understand
one concept, moving
I give my math students a forward, it will be more
mini lesson to take notes difficult. We always take
on for the content, they notes first, I model how to
have ample time to do the problem, have the
practice the concept, and students do another one
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
any students who are with me, and then have
finished early can work them do one themselves. I
on an assigned digital want to be sure the
quick check wrapping up students know what they
that lesson and/or an IXL are doing before I let
that practices those same them work by
skills. 12/8/20 themselves. 4/6/21