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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members.
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of caring community that is
caring community Some students share in caring community. Students demonstrate responsive to the diverse Students take leadership in
where each student is responsibility for the efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in accepting, and respectful of of all students. creating a fair and respectful
respectfully occasional community differences. classroom community where
building activities, Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
As of right now, I am a I feel that I have improved This year I have been
mixture of exploring and in the element 2.1 and I am giving more
applying for Element 2.1. now in the applying section. responsibility to students
I feel that I try and I try to reinforce positive, in order to help them
promote communication responsible, and respectful develop problem solving
and participate in social student interactions. When
circles to promote we were in the hybrid
skills. Instead of telling
fairness as well as model, I would have them how to solve a
periodically incorporates students discuss issues in conflict I have them work
cultural awareness. The person with the appropriate through it with the other
circles are conversations distance. Since we are now students to come up with
Evidence that range in topics and on Distance Learning when solutions. This has
usually stem from social the students begin to have helped students take
interactions or positive issues or need to talk things leadership on the
community building. I out then I them go into playground and be able
believe that I can improve breakout rooms and discuss to solve conflicts on their
on including teaching differences. Also, this is own.
cultural awareness within used to discuss various
the classroom on a regular topic.
5/2021
basis and incorporating
cultural awareness 11/13/20
conversations into our
circles. 07/18/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of resources provides a broad range of range of resources that
student learning. for learning. resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
Creating physical or interaction between students are taught in single lessons structures for interaction diversity within and beyond
virtual learning can support learning. or sequence of lessons to during learning activities Integrates a variety of the classroom.
environments that support student learning. that ensures a focus on and structures for interaction
promote student completion of learning that engage students Selects from a repertoire of
learning, reflect tasks. constructively and structures for interaction to
diversity, and productively in learning. ensure accelerated learning
encourage for the full range of
constructive and Some students use available students.
productive resources in learning Students use resources Students routinely use a
interactions among environments during provided in learning Students use a variety of range of resources in Students participate in
students instruction. environments and interact resources in learning learning environments that monitoring and changing
with each other to environments and interact relate to and enhance the design of learning
understand and complete in ways that deepen their instruction and reflect their environments and structures
learning tasks in single understanding of the diversity. for interactions.
lessons or sequence of content and develop Students share in
lessons. constructive social and monitoring and assessment
academic interactions. of interactions to improve
effectiveness and develop a
positive culture for learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Currently, I feel that I I feel have progressed This year, I have made
am in the exploring to applying within it a priority to promote
category of element element 2.2. As we diversity through all of
2.2. I feel like I was transitioned to hybrid, I my lessons and through
able to transition my ensured that the the physical space in
students to the basic of classroom environment the classroom.
virtual learning during was safe for all Students are given
the last trimester due to students. There were choices on how they
COVID. I used a regulations set up by can access the learning
variety of programs to the state and district for material. I try and
help ease the transition desk dividers and encourage my students
such as Google masks to be worn by to use their background
Classroom, Zoom, and every person on of their own culture to
Google Sites. I created campus. As for help explain new
a website dedicated to developing resources concepts and relate it
Distance Learning that for hands on activities, them so they are able
Evidence helped organized the when students were in to better grasp the
content for the students the classroom I made material. This makes
and parents. Now, I sure that they had their for very informative
need to focus on own manipulatives. classroom discussions
continuing to use a Since we are now back especially in Social
variety of ways for to Distance Learning, I Studies.
students to learn/ find online
interact such as manipulatives for 5/2021
utilizing Zoom student to use in order
breakout rooms on a to enhance their
regular basis. learning.
Incorporating the
variety of resources 11/3/20
will deepen the
students’
understanding.
07/18/20
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 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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
Establishing and curriculum. Engages in reflection on rigorous learning.
maintaining learning their own language and
environments that are Explores strategies to Models and provides behavior that contributes to
physically, establish intellectual and instruction on skills that intellectual and emotional
intellectually, and emotional safety in the develop resiliency and safety in the classroom.
emotionally safe classroom. support intellectual and
emotional safety.
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative perspectives establish intellectual and intellectual and emotional
maintaining safety. self or others. emotional safety in the safety for themselves and
classroom. others in the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Currently, I feel that I I feel as though, the At the beginning of the
am in the exploring transition from hybrid year expectations are
phase of element 2.3. to distance learning set for classroom
In my classroom I has made me grow in discussions. This
recognize and address this area. As of right ensures that everyone
safety issues regarding now I feel I am now can be listened to and
materials, student applying section 2.3. I respected of their
interactions, and the have learned to opinions. I remind the
organization of anticipate and reduce students of these
learning environments. risks to physical, expectations
At the beginning of the intellectual, and throughout the year.
school year, I am emotional safety using This has really helped
usually the one that multiple strategies that with showing students
Evidence
establishes the include examining how to be respectful of
organization of the biases in the learning all viewpoints, even
environment. To environment and though they may not
improve these skills, I curriculum. This has be the same as
need more practice been done through themselves.
with encouraging being with the students 5/2021
students to develop in classroom and
resiliency and have the thinking about every
students be involved in aspect of the
creating the environment.
organization of their
learning environment. 10/10/20
07/18/20

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
`1`
Creating a rigorous
learning environment
with high expectations
and appropriate
support for all students
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students.
Some individuals and
groups of students work
with the teacher to support
accuracy and
comprehension in their
learning.
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps.
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As of right now, I I feel that I have I feel that I am in the
integrating level for
would rate myself in improved in this area
element 2.4. I have
the exploring section and I am now applying ensured that is part of our
for element 2.4. I in element 2.4. I have classroom culture. One
strive for a rigorous made it a point to way of doing this is
discussing with the
learning environment ensure that I am
students one on one
that includes accuracy, bringing in problem about their areas of
understanding, and solving skills into the strengths and areas of
importance of meeting classroom so that improvement. I feel that
this increases the
learning goals. students can take
students drive to go
Students are given control of their above what their comfort
goals based on their learning. Also, I have level is at. If I feel that
Evidence the student understands
reading level for each made it a point to
the concept then instead
trimester. To grow in include challenges for
of having them review it,
this standard, I think students that need I will have them
that holding high enrichment. For math, participate in an
expectations for all when students enrichment activity or
have them help others by
students and creating mastered the concept
teaching the skill.
more individual goals they were given a 5/2021
for each student would challenge that would
be helpful as well as enhance the lesson and
having them monitor take their learning
their process farther.
consistently. 07/18/20 10/22/20

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors.
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.

In my classroom, I have moved to

expectations are clear
and the standards of
behavior are reviewed
for each lesson so
students are aware of
the expectations. To
improve in this area I
Evidence
would like to not only
share the expectations,
but share the
consequences for each
behavior both positive
and negative with
students. 07/18/20
applying for element
2.5. I try and use
multiple strategies to
develop and maintain
high standards for
individual and group
behavior. I have
students go over the
expectations for
themselves during
Zoom and then before
they go into breakout
rooms then they recite
the expectations.
12/8/20

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
Engages students in Facilitates student
monitoring and reflecting participating in developing,
on routines, procedures, monitoring, and adjusting
and norms in ways that are routines and procedures
culturally responsive. focuses on maximizing
Maintains a quality learning learning.
climate that builds on Classroom climate
student strengths. integrates school standards
and culturally relevant
Promotes positive norms.
behaviors and consistently
prevents or refocuses Promotes positive
behaviors disruptive to the behaviors and establishes
learning climate. preventions and a positive
classroom climate that
eliminate most disruptive
behavior.
Students are involved in
assessment and monitoring
of routines, procedures, and Students share
norms in ways that improve responsibility with teacher
the learning climate. for managing and
maintaining a positive
classroom climate that
promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Currently, I feel that I Students in my
am in the applying classroom are involved
section for element in monitoring and
2.6. Students make reflecting on routines,
use of regular routines procedures, and norms.
and procedures. Also, We have many
I make sure that discussions about what
positive behavior they feel is the best
supports are present way to monitor. Also,
throughout the I give the opportunity
structured day in the for students to share
classroom. Students what is going well and
are given individual some examples that
Dojo points when they they have seen and
are on task and then what things need to be
Evidence
they are able to “cash” worked on. I have
them in for various noticed that giving
activities such has students the ability to
drawing time or lunch monitor and reflect on
with the teacher. As a their own makes
class for positive students more
reinforcement, when consistent in their
they feel up the jar a actions.
certain amount then 5/2021
they receive various
reinforcements that
were voted on as a
class such as “no
homework” for that
day. 07/18/20

Element 2.7 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
Students use their
instructional time to engage
in and complete learning
activities and are 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.

Currently, I am rated This year I have made

myself in the applying
category for element
2.7. Instruction is
paced for students
based on abilities and
checks for
understanding are
made throughout the
lesson. For quick
Evidence
check for
understanding, I
usually use the rating
system. Also to help
with the pacing I try to
map it out before the
lesson, that way I have
a rough guideline for
the activity times.
07/18/20
it a priority to pace
instruction to include
ongoing assessments.
Throughout the lessons
I will have students
complete a check in
which indicates if they
are grasping the
material. I have found
that Google Form is a
great resource as
students can quickly
do their check in and
results are instant to
the teacher.
5/2021