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
caring community. climate. community that is
Promoting social
responsive to the diverse
Development and
cultural norms of
responsibility within
identities of all students.
a caring community
where each student
Some students share in Students participate in Students demonstrate Students take Students take leadership
is treated fairly and
responsibility for the occasional community efforts to be positive, responsibility resolving in resolving conflict and
respectfully
classroom community. building activities, accepting, and respectful conflicts and maintaining creating a fair and
designed to promote of differences. a caring classroom respectful classroom
caring, fairness, and community. Students community where
respect. promote respect and student’s home culture is
appreciation for included and valued.
differences. Students communicate
with empathy and
understanding in
interactions with one
another.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I devote significant time
and effort to establishing
a safe classroom
environment at the
beginning of the
semester. This includes
inclusion of all cultures
and sexual and gender
identities. I convey a
friendly and supportive
attitude toward my
students. 9/29/2019
Evidence
My students support each
other and care about
maintaining a respectful
classroom environment.
They let me know if
someone uses the “off-
limits” verbal attacks I
discussed on the first day,
so I can address the issue.
9/29/2019
I take an active role in I call my students for 1:1
supporting my students conversations if their
in supporting one behavior during
another. We have LiveLessons raises
surprisingly few issues concerns about safety and
but that is probably due support for everyone.
to the nature of our 12/20
online environment.
5/7/20 I continue to
communicate with my
students about creating a
safe and supportive
classroom environment.
This includes reminding
them that their discussion
posts need to be
supportive. 5/1/21
My students contribute to My students continue to
class norms for our impress me with their
LiveLessons. 5/7/20 efforts to support each
other during our
LiveLessons. 12/20
My students have shown
great maturity in
responding to
problematic comments
from their peers. They
have responded with
respect and compassion
in our chat and allowed
the teachers to respond
and set the appropriate
limits. 5/1/21
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. Still at this level. artifacts that are current learning. Ensures that
and integral to environments enhance
instruction. learning and reflect
diversity within and
beyond the classroom.
Creating physical or
virtual learning Is aware that structured Structures for interaction Utilizes a variety of Integrates a variety of Selects from a repertoire
environments that interaction between are taught in single structures for interaction structures for interaction of structures for
promote student students can support lessons or sequence of during learning activities that engage students interaction to ensure
learning, reflect learning. lessons to support that ensures a focus on constructively and accelerated learning for
diversity, and student learning. and completion of productively in learning. the full range of students.
encourage learning tasks.
constructive and
productive
interactions among Some students use Students use resources Students use a variety of Students routinely use a Students participate in
students available resources in provided in learning resources in learning range of resources in monitoring and changing
learning environments environments and environments and learning environments the design of learning
during instruction. interact with each other interact in ways that that relate to and enhance environments and
to understand and deepen their instruction and reflect structures for
complete learning tasks in understanding of the their diversity. interactions.
single lessons or content and develop Students share in
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I would like to learn a I am very focused on I Joined my school’s new
greater variety of representation in my Anti-Bias/Anti-Racism
structures for interaction. teaching. I work hard to team this year. I am part
9/29/2019 choose texts written by of the Resources group
authors from diverse and contributed links,
backgrounds and books and other
experiences. I also resources for English
prioritize pictures of teachers to our website.
people from diverse 10/20
backgrounds when
preparing slide During my lessons, I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
presentations for my continue to include
lessons. I work to pictures, texts and videos
recognize my implicit that show diversity and
biases and continually representation. 5/1/21
strive to use inclusive
language in my teaching.
9/29/2019

I continue to strive for

representation, inclusion,
equity and to incorporate
a variety of materials.
5/8/20

I am confident in planning My students are learning

lessons that encourage to support each other in
student interaction but I our synchronous lessons
would like to be able to and small group help
facilitate student sessions. 5/8/20 My students continue to
engagement with the learn how to support each
content and with each other during our lessons.
other at a deeper level. When our teaching team
9/29/2019 notices a comment that
might not convey support
for a peer, we respond in
the chat and that
student’s teacher calls
them for a 1:1
conversation. 12/20

My students are
demonstrating a sense of
responsibility for creating
a safe and supportive Live
Lesson environment.
5/1/21
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 I continue to work at this focused on high quality
environment and level. and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
Establishing and establish intellectual and Models and provides their own language and
maintaining learning emotional safety in the instruction on skills that behavior that contributes
environments that classroom. develop resiliency and to intellectual and
are physically, support intellectual and emotional safety in the
intellectually, and emotional safety. classroom.
emotionally safe
I continue to work at this
level.

Students are aware of Students follow teacher Students take risks, offer Students develop and Students demonstrate
required safety guidance regarding opinions, and share practice resiliency skills resiliency in perseverance
procedures and the potential safety issues for alternative perspectives and strategies to strive for academic
school and classroom self or others. for academic achievement.
rational for maintaining achievement, and Students maintain
safety. establish intellectual and intellectual and emotional
emotional safety in the safety for themselves and
classroom. others in the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence If I inadvertently say
something that sounds
insensitive, I take
responsibility and
apologize to my students.
I repeatedly demonstrate
respect towards each
student, regardless of
their behavior. I strive to
increase my awareness of
culturally inclusive
behavior. 9/29/2019
I continue to reflect on
my lessons and my
conversations with my
students to make sure I
am creating a safe and
supportive environment.
5/7/20
My students share their I am more confident that
thoughts on controversial my students are learning
and personal topics. to support a safe
9/29/2019 environment for
everyone. 5/7/20
My PLC asked our
students to contribute
their suggestions for class
norms to a Padlet
document. This is has
helped our students take
ownership for the
classroom environment. I
take steps to protect
student privacy during
our LiveLessons, which
are recorded. 12/20
My English 11 PLC has
had to wrestle with some
difficult decisions this year
in order to maintain a
productive learning
environment during our
synchronous lessons. We
have some students who
really struggle with
impulsivity and disruptive
behavior. We finally
decided these students
needed to take a break and
not attend our synchronous
lessons for four weeks
5/1/21
My students contribute to
a safe environment by
encouraging each other to
stay on task during
lessons and by posting
supportive comments to
each other in written
discussions. 12/20
Some of my students
were asked to sign a
behavior contract before
being allowed to return to
our synchronous lessons
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
this semester. 5/1/21

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
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
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
Students take
Some students ask for Some individuals and Students engage in a Students actively use responsibility to fully
teacher support to groups of students work variety of differentiated supports and challenges utilize teacher and peer
understand or complete with the teacher to supports and challenges to complete critical support, to achieve
learning tasks. support accuracy and in ways that promote reading, writing, higher consistently high levels of
comprehension in their their accuracy, analysis, order thinking, and factual and analytical
learning. and problem solving in problem solving across learning.
learning. subject matter.

This is an area for I actually have to remind I continue to refine the

improvement for me. I do myself to not be too supports I provide to my
encourage my students to exacting in my students to help them
do their best work, but I requirements. I focus on understand what is
want to develop my skills what I’m assessing expected in their work. I
in terms of scaffolding students for and focus on created a Google “Help
and differentiation I those standards. I also am Doc” to guide my students
recently responded to learning to allow for a through the process of
Evidence their outlines for their variety of backgrounds. citing textual evidence to
descriptive essays to 5/7/20 answer the short answer
make sure they are and essay questions on
meeting the assignment our quizzes and tests.
requirements and refer 12/20
them to resources
available. I encouraged
them to schedule a call I continue to revise the
with me if they need Some of my students My students are learning supports I offer my
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
additional support. reach out to me for to read my feedback on students, as well as the
9/29/2019 feedback and clarification their assignments to supportive information I
about how to improve understand what to provide to guide them
My students do ask for their work. 5/7/20 revise and resubmit to through their
my help when they need raise their scores. 12/20 assignments. 5/1/21
clarification or support.
9/29/2019
My students are familiar
with where to find the
supplemental information
I provide on our class
website to guide them
through their
assignments. For the
most recent project that
was due, everyone has
submitted the
recommended project
from the website instead
of the standard
assignment included in
the lesson. I am excited
that so many of my
students are using the
website I provide to
support them. 5/1/21

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
and group behaviors.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

I do review behavioral I am doing well in these I contributed to developing

expectations and areas. My students specific guidelines and
classroom rules as support each other and teacher roles to maintain a
needed and in advance of protect each other during respectful environment
lessons or units. In my LiveLessons. Many of during the English 11
LiveLesson, the first slide them are embracing the LiveLessons.12/20
reviews the behavioral chance to improve and
expectations. 9/29/2019 move forward. 5/7/20 I continue to set
expectations for high
standards for group
behavior. 5/1/21

My students are behaving

Evidence My students do respond Students support each in positive ways and I
well to my behavioral other during LiveLessons believe they do feel
expectations and any by encouraging each valued for their unique
consequences I might other to stay on topic in identities. 12/20
need to give them. I am the chat and
creative and try different congratulating each other My students continue to
approaches to motivate when they read on the meet this standard.
my students to want to mic. 5/6/20 5/1/21
behave with respect and
compassion in my
classroom. 9/29/19

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Students participate in
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
learning, and positive and effective feedback
reinforcement in and consequences for
following routines, behaviors that interfere
procedures, and norms. with learning.
Evidence I do feel this is one of my
strengths. I follow
routines so my students
have a sense of
consistency. And I
emphasize frequent
positive feedback.
Building strong
relationships with my
students helps reduce
disruptions. I follow the
disciplinary procedures
for an Honor Code
Violation when
appropriate. 9/29/2019
I continue to strive for
routines in all aspects of
my teaching and
facilitating my class.
5/7/20
My students respond
when I address behaviors
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.
We have had some new The challenges we
challenges with student experienced with student
behavior during our behavior during
LiveLessons this year. LiveLessons last semester
Our PLC team teachers have been mostly
together so we came up resolved, with the except
with some new strategies. of two students with
We clarified our roles so additional behavioral
we have designated challenges. We created a
teachers to respond to behavior contract to
student comments in the clarify expectations for
chat in a way that allows LiveLesson behavior.
the lead teacher to 5/1/21
continue with the lesson.
12/10
Students support each We also created a Padlet
other during LiveLessons for classroom norms and
by encouraging each asked students to
other to stay on topic in contribute their thoughts
the chat and on how they would like to
congratulating each other experience LiveLessons
when they read on the and what behavior can
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that interfere with mic. 12/20 help with that. 5/1/21
learning immediately.
9/29/2019

My students continue to
receive prompt feedback
for behaviors that
interfere with learning.
This mainly consists of
verbal reminders during
LiveLessons. 5/7/20

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
Using instructional lessons.
time to optimize
learning Some students complete
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.
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.
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.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I need more practice so I
can become skilled at
anticipating how much
time lessons will take and
what adjustments are
most effective for my
students. 9/29/2019
Teaching in an online
environment with an
online curriculum means
Evidence that flexibility is already
embedded into the
program. Students have
flexibility with their
deadlines. 9/29/2019
There is quite a bit of I plan my lessons to I plan my lessons
flexibility in our online incorporate assessments carefully to make sure
environment. I do need to of student learning such there is time for a balance
time my video lessons as poll pods, discussions between instruction and
precisely and I am in the chat pod, exit student activities. 5/1/21
improving in my ability to tickets and Kahoot games.
do so. 5/8/20 12/20
My students participate My students are engaged My students have an
in poll pods, breakout in LiveLessons. They also additional level of
rooms and discussion take responsibility for responsibility for
during our LiveLessons. their progress through managing their time,
They are able to revise our independent study because our school is an
and resubmit most program by contacting independent study
assignments in my class me with questions and program. I work 1:1 with
and they take advantage revising and resubmitting my students to help them
of this opportunity. their work when needed. develop a daily schedule
5/8/20 12/20 and I have daily text
check-ins with some of
my students, 5/1/21