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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and (5/7/2021) responsibility resolving included and valued.
respect. 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.
Evidence Classroom management
for distance learning
looks so much different
than in person learning
and the expectations have
to change. For example, I
don’t really have to worry
at all about disruptive
behavior, which is usually
a constant struggle at my
school. This has actually
made it a lot easier to
focus on the positive
behaviors and
contributions that
students make in class.
My energy and time
aren’t being stolen by
disruptive students so the
students that are actively
engaged and participating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in the lessons are able to
get the praise and
attention they deserve.
Overall, the
climate/environment of
my classroom is
something I work really
hard to maintain and
keep as positive as
possible. It will be
interesting to see how
that shifts if we end up
returning to in person
instruction this year.
(5/7/2021)

This is a struggle, not

because students are not
being positive and
accepting, but because
students really aren’t
interacting with each
other at all. I feel that the
times I can get them to
interact have been
positive and accepting,
but it’s just really hard to
get them to interact with
each other on Zoom
(5/7/2021)
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. (5/7/2021) artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. student learning. that ensures a focus on structures for interaction
environments that and completion of that engage students Selects from a repertoire
promote student learning tasks. constructively and of structures for
learning, reflect (5/7/2021) productively in learning. interaction to ensure
diversity, and accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students routinely use a
productive available resources in provided in learning range of resources in Students participate in
interactions among learning environments environments and Students use a variety of learning environments monitoring and changing
students during instruction. interact with each other resources in learning that relate to and enhance the design of learning
to understand and environments and instruction and reflect environments and
complete learning tasks in interact in ways that their diversity. structures for
single lessons or deepen their Students share in interactions.
sequence of lessons. understanding of the monitoring and
content and develop assessment of
constructive social and interactions to improve
academic interactions. effectiveness and develop
(5/7/2021) a positive culture for
learning.

Evidence I feel like there’s not

much to say about the
first part of the standard
since there is no physical
environment. I do try to
keep my surroundings as
free from distractions as
possible so that students
are being distracted by
something or someone in
the background of my
Zoom video.
(5/7/2021)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
While the amount of
variety of instruction is
definitely limited with
distance learning, I try to
keep each day as diverse
as possible. For example,
in my Physics class, we
start off with an opening
question, analyze an
image related to the topic,
we’ll usually either watch
a video or look at a series
of images that
demonstrate a topic, have
a discussion about the
topic, and then close with
a wrap up and
instructions for the
assignment. It keeps
things moving and keeps
class from getting too
stagnant, which would
make it easier for
students to disengage. My
hope is that by switching
things up it keeps them
on their toes a bit and
keeps the class
interesting.
(5/7/2021)

With distance learning,

I’ve been able to get away
from doing as many
lectures and have really
tried to utilize the time I
have with them on Zoom
to be a lot more
discussion based and
interactive while also
giving them time to work
on assignments so that
they can ask questions
more easily. My hope
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
continues to be to engage
them in the material and
deepen not only their
understanding of the
material, but deepen their
thinking and problem-
solving skills.
(5/7/2021)
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 (5/7/2021) emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of (5/7/2021) Students develop and resiliency in perseverance
required safety Students follow teacher practice resiliency skills for academic
procedures and the guidance regarding Students take risks, offer and strategies to strive achievement.
school and classroom potential safety issues for opinions, and share for academic Students maintain
rational for maintaining self or others. alternative perspectives achievement, and intellectual and emotional
safety. (5/7/2021) establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom.

Evidence Our school is modeled Feeling safe in a

after the intellectual classroom is a top
virtues which include priority to me. A lot of my
intellectual tenacity, students have
courage, and humility. I experienced trauma in
think those apply here. As their lives so having a
teachers we are trained to safe space to be in is very
help students work important. That being
through difficult material said, with everything
and conversations going on right now, I have
instead of just letting felt that, instead of
students give up and fade pushing my students to
into the background. We take risks as I usually
also know that if we push would, I need to allow
too hard we can break them to step back and not
that trust that we are have to feel the level of
working towards creating stress that is sometimes
between our students. I associated with taking
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
have definitely not been risks in school. They’ve
pushing as hard over been through enough and
distance learning need a place where they
because, at some point, can just exist without
I’m just glad that my having to feel like they
students are actually always need to put
logging into class. I don’t themselves in a
want to create an vulnerable position..
environment where they (5/7/2021)
feel too challenged and
end up not logging in
anymore. At some point,
you have to know when
to count your blessings
and not ask for too much.
(5/7/2021)

This is again an area that

has stalled with distance
learning. While I still give
my students the
opportunity to have their
voices be heard, most
students do not take
those opportunities like
they would if we were in
person. That being said, I
try to get them to at least
type things out in the
Zoom chat or on a
Jamboard so I can at least
encourage them to give
their thoughts or
opinions. I’m still trying
to give these
opportunities even if it
looks very different from
how it would normally
look.
(5/7/2021)

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor 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
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
Creating a rigorous
achievement patterns for achievement patterns, instruction that support utilize an extensive
learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with
students. address achievement in meeting high differentiated strategies
high expectations
gaps. expectations for to meet high expectations.
and appropriate
achievement.
support for all
Some students ask for Some individuals and Students engage in a (5/7/2021) Students take
students
teacher support to groups of students work variety of differentiated responsibility to fully
understand or complete with the teacher to supports and challenges Students actively use utilize teacher and peer
learning tasks. support accuracy and in ways that promote supports and challenges support, to achieve
comprehension in their their accuracy, analysis, to complete critical consistently high levels of
learning. and problem solving in reading, writing, higher factual and analytical
learning. order thinking, and learning.
5/7/2021 problem solving across
subject matter.

Evidence I chose this one for the I believe in holding my

students mainly because I students to high academic
was uncomfortable standards. I create
choosing “Integrating” curriculum that is
because of the phrase rigorous and will push
“actively use supports them to work hard. In
and challenges”. I offer a doing this, I also know
lot of opportunities for that I need to build in
my students including supports for students to
translated assignments, be able to be successful in
alternate assignments, a rigorous environment. I
and providing office try to add in fun and
hours for students to creativity into the
come to if they need extra assignments, labs, and
help. However, I can’t projects I create so the
force my students to rigor doesn’t overwhelm
actually do anything with them. I also scaffold
these opportunities so I larger projects and
can’t really say that they assignments when
“actively use supports appropriate to give
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and challenges”. students small successes
(5/7/2021) as they work towards a
larger goal. This has been
a challenge with distance
learning and I think my
colleagues would argue
that my current
curriculum is too
rigorous. However, I am
not willing to
compromise the integrity
of the education process.
What I do may look
different and
expectations might
change over distance
learning, but the depth of
understanding that want
my students to be able to
demonstrate does not
change.
(5/7/2021)

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
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
(5/7/2021) and group behaviors.
Refers to standards for Reviews standards for Utilizes routine
behavior and applies behavior with students in references to standards Guides and supports
consequences as needed. single lessons or for behavior prior and students to self-assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. individual and group
reinforcement. (5/7/2021) behavior and
participation.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
(5/7/2021)
Just because students
know what the
expectations for behavior
are doesn’t mean they
will choose to abide by
those expectations. I start
off every class reminding
students of what the
behavioral expectations
are, but at the end of the
day, I can’t really force
them follow those
expectations. It makes it
Evidence even more difficult with
distance learning because
there aren’t even really
any consequences that
can be levied against
them that are meaningful.
That being said, most
student behavioral issues
right now or minor like
not turning on their
cameras for their Zoom
classes.
(5/7/2021)
Element 2.6 Emerging Exploring
Employing classroom Establishes procedures, Develops routines,
routines, procedures, routines or norms for procedures, and norms in
norms, and supports single lessons to support single lessons or
for positive behavior student learning. sequence of lessons with
to ensure a climate in some student
which all students involvement.
can learn
Students follow behavior
expectations, accept
consequences and
increase positive
behaviors.
At the start of every class,
I have a slide that I show
on my shared Zoom
screen that outlines what
the specific expectations
are for class. These
expectations don’t
change. I also remind
students of these
expectations as we
transition to different
online activities and again
reinforce them at the end
of class. By routinely
using the same words and
the same expectations,
the hope is that these
expectations sink in.
Getting them to actually
do what I want them to
do is, of course, a
different issue all
together.
(5/7/2021)
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the
development and
monitoring of norms.
Students demonstrate
Students respond to positive behavior,
individual and group consistent participation
behaviors and encourage and are valued for their
and support each other to unique identities.
make improvements.
The expectations I have
for my classroom are very
clear. Not only do I
explicitly state them at
the start of each year, but
I also remind them of
basic expectations at the
start of each class period.
If expectations are not
being reached, I also
remind them of what
those expectations are as
class goes on. I am
working on doing a better
job of overtly recognizing
positive behavior in the
classroom. I want
students to seek out
attention by engaging in
the learning activities, not
by misbehaving. This
helps students realize
that their actions have
consequences, both
positive and negative.
(5/7/2021)
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
(5/7/2021)
Seeks to promote positive Provides positive
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
(5/7/2021)
Students participate in
routines, procedures, and
Students are aware of Students receive norms and receive
procedures, routines, and correction for behavior reinforcement for
classroom norms. that interferes with positive behaviors.
learning, and positive
reinforcement in Students receive timely
following routines, and effective feedback
procedures, and norms. and consequences for
(5/7/2021) behaviors that interfere
with learning.
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and Promotes positive
consistently prevents or behaviors and establishes
refocuses behaviors preventions and a
disruptive to the learning positive classroom
climate. climate that eliminate
most disruptive behavior.
Students are involved in Students share
assessment and responsibility with
monitoring of routines, teacher for managing and
procedures, and norms in maintaining a positive
ways that improve the classroom climate that
learning climate. promotes learning.

Evidence As stated earlier, I don’t I try to phrase my

really have a lot of classroom rules and
behaviors to correct over expectations in a way that
distance learning. This makes them sound less
makes it easier to focus like “dos and don’ts” and
on positive behaviors like more like character
submitting work, development. I preach
answering questions, and respect as the top
otherwise engaging in the priority. Respect each
process of learning. other, respect me, respect
(5/7/2021) yourself. Everything falls
back to those 3 things and
that’s how I remind them
of how they are supposed
to behave. It’s easy to ask
a student “do you think
you are respecting your
classmates right now?”
and engage in a
conversation about that. I
feel that leads to
improving behavior more
than telling them all the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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.
Exploring
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.
5/7/2021
things they are doing
wrong and telling the
exactly what they should
be doing. Let them figure
out how they are being
disrespectful and let them
name the behavior they
should be engaged in and
it becomes more personal
for them. That being said,
I haven’t really had to do
this at all this year with
distance learning.
(5/7/2021)
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
(5/7/2021)
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection, self-
for extension and review. sequence of instruction. assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence I feel like this standard is
very situational. I’ve been
teaching for 13 years so I
have a pretty good idea
about pace and what I can
expect to accomplish in a
given class period.
However, whether
students are able to
accomplish tasks in the
allotted time depends
heavily on the type of
student you are teaching.
For example, when I
taught at Orange
Lutheran High School, I
had highly motivated
students and I was able to
accomplish a lot in a
small period of time.
Where I am at now, my
students are much less
motivated to succeed,
which means that we
accomplish a lot less in
the same amount of time.
If I feel that the reason
that students are
finishing tasks is because
they just need more time
despite them working
hard, then I obviously
adjust timelines and due
dates accordingly.
However, if I feel that
students need more time
because they are not on
task and are working
hard to finishing the task
at hand, then I rarely will
allow for more time and
adjust my schedule.
Distance learning has
thrown another level of
difficulty into pacing
Pacing is something I take
pride in. I schedule out
my curriculum as far in
advance as possible. For
example, I have my entire
biology class scheduled
out for the whole year
before the school year
starts. This helps me stay
on pace and makes sure I
accomplish all the goals
and tasks that I have for
my students. I always add
buffer days into my
schedule because, as we
all know, nothing ever
goes exactly as planned in
education. These buffer
days allow me to take
more time when needed
so I don’t feel like I’d be
falling behind if I spent an
extra day here and there
on material or activities.
That being said, this year
has been a complete 180.
I tried to plan out in
advance, but I threw that
calendar out a long time
ago. At this point, the
farthest I can plan in
advance is maybe 2
weeks. For someone like
me who is used to
planning out entire
semesters ahead of time,
this has been difficult, but
I’ve tried to just go with
the flow so I don’t move
too fast and leave
students behind.
(5/7/2021)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
because it’s even harder
to figure out what you
will actually be able to
accomplish in the course
of day or week. Constant
adjustments need to be
made, and that’s ok.
(5/7/2021)