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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community.   the value of all members.
students about language Incorporates cultural Supports students in 5/7/2021
and behavior. awareness to develop a taking leadership in
Promoting social Seeks to understand positive classroom developing a caring
Development and cultural perceptions of climate. 5/8/20 community that is
responsibility within caring community. responsive to the diverse Students take leadership
a caring community Some students share in 9/27/19 Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. Students participate in accepting, and respectful 12/13/20 respectful classroom
respectfully occasional community of differences. 5/8/20 community where
building activities, Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. 9/27/19 a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 5/7/2021
differences. 12/13/20
I teach my students to I try to consistently thank I ask all students what I ask students to
always use “please” and students for being name they would like to congratulate one another
“thank you” and when respectful, kind, and be called and ensure they after presentations,
offered something to say following classroom rules are called the same by all sharing work, or for
“yes please” and “no and model the same to other teachers and their doing their best and
thank you” students and coworkers. peers. 12/13/20 following rules. Students
I use a classroom job 5/8/20 are doing this on their
chart to teach Students are taught to own! 5/7/2021
responsibility and Students show effort they embrace differences and
Evidence ownership. Sometimes I are putting in to take care be respectful of others.
teach lessons to teach of the classroom and be 12/13/20
fairness and respect. kind to their peers.
9/27/19 5/8/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the
importance of the
physical and/or virtual
learning environments
that support student
learning. 9/27/19
Is aware that structured
interaction between
students can support
learning. 9/27/19
Creating physical or
virtual learning
Some students use
available resources in
learning environments
during instruction.
9/27/19
Evidence I have 2 sets of the
alphabet displayed in the
classroom and a number
line. Students have not
been specifically taught to
refer to and use them yet.
Desks are arranged in
groups of 4 to promote
group work. 9/27/19
Exploring Applying Integrating Innovating
Experiments with and/or Develops physical Maintains physical Adapts physical and/or
virtual learning environments that reflect environments that reflect environments flexibly to
environments that student diversity and student diversity and facilitate access to a wide
support student learning. provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
5/8/20 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
are taught in single Utilizes a variety of instruction. 12/13/20 learning and reflect
lessons or sequence of structures for interaction diversity within and
lessons to support during learning activities Integrates a variety of beyond the classroom.
student learning. that ensures a focus on structures for interaction 5/7/2021
and completion of that engage students
learning tasks. 5/8/20 constructively and Selects from a repertoire
productively in learning. of structures for
12/13/20 interaction to ensure
accelerated learning for
Students use resources the full range of students.
provided in learning Students use a variety of Students routinely use a 5/7/2021
environments and resources in learning range of resources in
interact with each other environments and learning environments Students participate in
to understand and interact in ways that that relate to and enhance monitoring and changing
complete learning tasks deepen their instruction and reflect the design of learning
in single lessons or understanding of the their diversity. environments and
sequence of lessons. content and develop Students share in structures for
constructive social and monitoring and interactions. 5/7/2021
academic interactions. assessment of
5/8/20 interactions to improve
effectiveness and develop
a positive culture for
learning. 12/13/20
Tables are arranged so I ensure that lesson I integrate lessons that
students can work materials are reflecting celebrate diversity.
independently, in student diversity and I create digital anchor
partners, or in small encourage students to charts with hyperlinked
groups. There is a carpet share their cultures when resources for students to
area as well as a back possible. 12/13/20 view and access through
table where students can Student work is self- their digital devices.
move to for individual chosen and displayed Throughout the year,
guidance during whole proudly. This promotes a students are asked what
group instruction. 5/8/20 positive culture for cultures they are
learning and growing in interested in learning
Small group and self-confidence.12/13/20 more about! 5/7/2021
independent work times
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
include expectations for
voice level and a list of
tasks to complete. 5/8/20

Students are taught to use

the resources in the
classroom like alphabet
charts, number lines, and
color charts. 5/8/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and
laws regarding safety addresses safety issues
that are required by the regarding materials,
site, district, and state. student interactions, and
Responds to behaviors the organization of the
that impact student learning environments.
safety as they arise. 9/27/19
Establishing and
maintaining learning
environments that Explores strategies to
are physically, establish intellectual and
intellectually, and emotional safety in the
emotionally safe Students are aware of classroom. 9/27/19
required safety
procedures and the
school and classroom Students follow teacher
rational for maintaining guidance regarding
safety. potential safety issues for
self or others. 9/27/19
All I-pads are kept in a
cart and locked until
students can use them
with proper supervision.
Hazardous materials are
kept in a backroom
where students do not go.
Backpacks are also stored
in a closet on hooks to
clear up space in cubbies
Evidence and by desks.
Students are taught to
use kind words to help
each other keep the
classroom safe. (push in
their chairs, wear name
tags, walk in the
classroom)
9/27/19
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility
risks to physical, students to take risks and with the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. 12/13/20 physical, intellectual, and
include examining biases emotional environment
in the learning Engages in reflection on focused on high quality
environment and their own language and and rigorous learning.
curriculum. 5/8/20 behavior that contributes
to intellectual and
Models and provides emotional safety in the
instruction on skills that classroom. 12/13/20 Students demonstrate
develop resiliency and resiliency in
support intellectual and Students develop and perseverance for
emotional safety. 5/8/20 practice resiliency skills academic achievement.
and strategies to strive Students maintain
Students take risks, offer for academic intellectual and
opinions, and share achievement and emotional safety for
alternative perspectives. establish intellectual and themselves and others in
5/8/20 emotional safety in the the classroom.
classroom. 12/13/20
I start by considering Students are thanked for Students help monitor
physical and emotional all contributions to they each other’s use of safe
student safety when give in class discussions websites, using kind
planning projects or 12/13/20 words and actions, and
events. When previewing inclusion of all
lessons, I look for I have started using participants in academic
opportunities to point “grown-ups” instead of or social
out and discuss biases. “Mom, Dad, or parents”. activities5/7/2021
5/8/20 Not all students live with
one or both and some do
not live with parents at
Students are taught that all. 12/13/20
mistakes = learning.
I thank students for their
comments and answers
even if their responses
are not relevant/the
correct answer. Students
feel valued and cared for
5/8/20
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. 9/27/19 importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
targeted learning goals. challenge. and thinking. research, analysis and
Is aware of the Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous importance of expectations for students for students. Has an scaffolds and learning.
learning maintaining high while becoming aware of understanding of technologies throughout Supports students to
environment with expectations for students. achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations 9/27/19 individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. 5/8/20 expectations for to meet high
students achievement. 12/13/20 expectations. 5/7/2021
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. 9/27/19 support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning.5/8/20 problem solving across factual and analytical
subject matter. 12/13/20 learning. 5/7/2021
I instruct the students to I am integrating learning I have introduced
aim for work that Students are held to high strategies with multiple resources
addresses my high expectations. I ask technology to set high students can use to learn,
expectations, but I need students closing expectations for all my get support, and be
to work on ways to questions after each students while providing successful in the
enforce the set lesson to gauge the students who need it, classroom. Options
expectations and give understanding and more scaffolding. include, “Ask three, then
students who need it increase accountability. 12/13/20 me” Designated
more support. Students 5/8/20 classroom helpers, and
Evidence are taught whole group Students are comparing partner work for more
and work on assignments Students are given small and contrasting rigorous assignments or
individually. 9/27/19 group and whole group situations, answering for students who need
instruction. Students are higher order thinking more scaffolding to
provided with multiple questions and problem practice higher order
ways to learn content at solving daily. 12/13/20 thinking skills. 5/7/2021
differentiated levels.
5/8/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. 9/27/19 behavior. 5/8/20 across learning activities. standards for individual
12/13/20 and group
Developing,
Refers to standards for Reviews standards for Utilizes routine behaviors.5/7/2021
communicating, and
behavior and applies behavior with students in references to standards Guides and supports
maintaining
consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for
sequence of lessons in during individual and monitor, and set goals for
individual and group
anticipation of need for group work. 5/8/20 individual and group
behavior
reinforcement. 9/27/19 behavior and
participation. 12/13/20 Students demonstrate
Students are aware of Students know Students follow behavior positive behavior,
classroom rules and expectations for behavior expectations, accept Students respond to consistent participation
consequences. and consequences and consequences and individual and group and are valued for their
respond to guidance in increase positive behaviors and encourage unique identities.
following them. 9/27/19 behaviors. 5/8/20 and support each other to 5/7/2021
make improvements.
12/13/20
Students were involved Students are given Positive reinforcement Students are starting to
in the rule making individual rewards for systems are in place with use phrases like “don’t
process. Each student has behavior and work as clearly established forget to…” and “can you
a classroom job every teams to earn group consequences. 12/13/20 please…” to ask their
other week. A new prizes 5/8/20 peers to stay on track,
student each day is Students are taught how follow classroom rules,
picked to do calendar. I Expectations for voice to and encouraged to and when asking for
use centers to promote levels, what needs to be self-assess their own requests. These are
group work and completed, and processes work. 12/13/20 phrases that I have
Evidence encourage positive are communicated and modeled all year!
behavior 9/27/19 reinforced during each Students encourage each 5/7/2021
part of the school day. other to stay organized,
5/8/20 work together to earn
rewards and follow the
Students can articulate classroom rules.
consequences and help 12/13/20
me reinforce them.
5/8/20
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. 9/27/19 development and Maintains a quality on maximizing learning.
5/8/20 monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Provides positive strengths. 12/13/20 standards and culturally
Employing Seeks to promote positive behavior supports. relevant norms.
classroom routines, Responds to disruptive behaviors and responds Responds appropriately Promotes positive 5/7/2021
procedures, norms, behavior. to disruptive behavior. to behaviors in ways that behaviors and
and supports for lessen disruptions to the consistently prevents or Promotes positive
positive behavior to learning climate. refocuses behaviors behaviors and establishes
ensure a climate in Students receive Students participate in disruptive to the learning preventions and a
which all students correction for behavior routines, procedures, and climate. 5/8/2012/13/20 positive classroom
can learn that interferes with norms and receive climate that eliminate
learning, and positive reinforcement for most disruptive behavior.
reinforcement in positive behaviors. Students are involved in 5/7/2021
Students are aware of following routines, 9/27/19 assessment and
procedures, routines, and procedures, and norms. monitoring of routines, Students share
classroom norms. Students receive timely procedures, and norms in responsibility with
and effective feedback ways that improve the teacher for managing and
and consequences for learning climate. 5/8/20 maintaining a positive
behaviors that interfere classroom climate that
with learning. 9/27/19 promotes learning.
12/13/205/7/2021
Evidence Designated paper passers Use of a Bear Sticks I consider behavioral Students are taught
and extra papers bin. system for positive issues that can arise morning routines and
Bins for needing a behavior. Students when grouping students. responsibilities and are
sharpened pencil. receive a certificate for expected to follow daily.
Restroom sign. Weekly every 10 earned and a Students are encouraged 12/13/20
assigned classroom jobs. treasure box prize for to take responsibility for
9/27/19 every 30 earned. Sticks their jobs and given Students are given jobs
are given for positive sentence frames to help like a floor checker, cubby
Routines for returning behaviors. For negative others remember to use checker, desk checker,
from an absence has been behaviors, a warning is kind words and follow lost and found monitor,
established with an given, a bear stick is classroom rules. 5/8/20 and great citizens that
absent folder system. taken, and then parents help keep the classroom
5/8/20 are contacted. 9/27/19 I use a bell and call and safe, organized, and
response to gain the efficient. 5/7/2021
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 enough student work
time and transitions to
optimize learning.
9/27/19
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/27/19
attention of the class and
shared with the
substitute teachers.
12/13/20
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. 5/7/2021
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
5/8/20 12/13/20
Students monitor their
Students participate in Students use their own time, are engaged in
and complete a variety of instructional time to accomplishing learning
learning activities in the engage in and complete goals, and participate in
time allotted with options learning activities and reflection, self-
for extension and review. are prepared for the next assessment, and goal
5/8/20 sequence of instruction. setting. 5/7/2021
12/13/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
To pace instruction, I To keep both myself and I am constantly Class time is managed
vary by subject and students on task, I use monitoring students to effectively to address the
student work time. I need timers to determine the pace instruction needs of all students.
to be more mindful of beginning and end of accordingly. I make a list Students are encouraged
transition time. I don’t work times which leaves of activities that students to be involved in the
always leave time or intentional time for can independently follow. process of maintaining
intentionally plan for transitions and signals the classroom schedule.
closure to each lesson. when to begin closure Students who perform 5/7/2021
9/27/19 activities. 5/8/20 above grade level and
finish early are given
Students are given time extension opportunities. Students are given
Evidence to complete activities and 12/13/20 independent work time
can be redirected to focus to complete one “must
on the task at hand when do” assignment, “catch up
using the timer. 5/8/20 work” and then “choice
time” activities where
they need to monitor
their own pace and work
towards their own goals.
5/7/2021