Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair commitment to fairness and
and respectful respect in communications
behavior to support with students about language
social development. and behavior.
Seeks to understand cultural
Promoting social perceptions of caring
Development and community. 7/21/2021
responsibility within
a caring community 11/7/2021
where each student Some students share
is treated fairly and in responsibility for Students participate in
respectfully the classroom occasional community
community. building activities, designed
to promote caring, fairness,
and respect.
Looking at “applying” I am
not really sure how to
incorporate cultural
awareness into my science
classroom (besides the most
basic aspects) and would like
to work on that. 7/21/2021
Feeling basically the same. I
think I do a good job on the
Evidence first part of this – “Reinforces
positive, responsible, and
respectful student
interactions. Assists students
to resolve conflicts.” But I
don’t know what else to do to
improve on the second part –
“Incorporates cultural
awareness to develop a
positive classroom climate.”
11/7/2021
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community.   the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. 7/21/2021 Students take student’s home culture is
responsibility resolving included and valued.
11/7/2021 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.
Students work well with
each other in groups, are
generally positive in their
interpersonal
interactions and seem to
be accepting of peers.
This feels like a school-
wide culture and has less
to do with my own
teaching although I do
model the behavior.
7/21/2021
Students take care of the
space and each other.
They work well in lab
groups, supporting each
other in their learning
and having productive
discussions and
interactions. 11/7/2021
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 virtual learning environments that reflect environments that reflect environments flexibly to
the physical environments that support student diversity and student diversity and provides facilitate access to a wide
and/or virtual student learning. provide a range of resources a broad range of resources, range of resources that
learning 7/21/2021 for learning. displays, and artifacts that are engage students in learning.
environments 11/7/2021 current and integral to Ensures that environments
that support Structures for interaction instruction. enhance learning and reflect
Creating physical or
student learning. are taught in single Utilizes a variety of diversity within and beyond
virtual learning
lessons or sequence of structures for interaction Integrates a variety of the classroom.
environments that
Is aware that lessons to support student during learning activities structures for interaction that
promote student
structured learning. 7/21/2021 that ensures a focus on and engage students constructively Selects from a repertoire of
learning, reflect
interaction completion of learning tasks. and productively in learning. structures for interaction to
diversity, and
between Students use resources 7/21/2021 11/7/2021 ensure accelerated learning
encourage
students can provided in learning for the full range of students.
constructive and
support learning. environments and interact Students use a variety of Students routinely use a range
productive
with each other to resources in learning of resources in learning Students participate in
interactions among
Some students understand and complete environments and interact in environments that relate to and monitoring and changing the
students
use available learning tasks in single ways that deepen their enhance instruction and reflect design of learning
resources in lessons or sequence of understanding of the content their diversity. environments and structures
learning lessons. and develop constructive Students share in monitoring for interactions.
environments social and academic and assessment of interactions
during interactions. 7/21/2021 to improve effectiveness and
instruction. develop a positive culture for
11/7/2021 learning.

Evidence I have tried lots of
different styles of
environment but because I
share a classroom, feel
uncertain of how to
proceed. 7/21/2021
Structures for interaction
are taught at the beginning
of the year and then
reinforced throughout the
school year. These include
roles for group work and
labs as well as clear
expectations for task
sharing. 7/21/2021
My classroom is also used as Students work in lab groups of
an event space by the school four, flexible teams of three,
so while I have added some partnerships of two and
student artifacts and a big independently depending on
cloth nature mural to the the assignment and
back wall, I am not really expectations. Desks are
allowed to change much else organized to allow for this
about the physical space. flexibility. 11/7/2021
Students have easy access to
any materials they may need
for daily lessons and we
provide all materials for
experiments etc. 11/7/2021
Learning structures for
interaction include
individual work, pairs, group
work as well as multiple
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
modalities for expression of
learning within those
contexts via modeling, lab
reports, note-taking, oral
responses/sharing and
discussion. 7/21/2021

Students engage with and

within those structures to
learn and process content
information. 7/21/2021

Structures within the

physical space remain the
same, but I think I am getting
better at using them more
fluidly and flexibly.
11/7/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies Recognizes and Anticipates and reduces Integrates support for Shares responsibility with
and laws regarding addresses safety issues risks to physical, students to take risks and the students for the
safety that are regarding materials, intellectual, and emotional offer respectful opinions establishment and
required by the site, student interactions, safety using multiple about divergent viewpoints. maintenance of a safe
district, and state. and the organization of strategies that include 11/7/2021 physical, intellectual, and
Responds to the learning examining biases in the emotional environment
behaviors that impact environments. learning environment and Engages in reflection on focused on high quality
Establishing and
student safety as they curriculum. 7/21/2021 their own language and and rigorous learning.
maintaining learning
arise. Explores strategies to behavior that contributes to
environments that
establish intellectual Models and provides intellectual and emotional Students demonstrate
are physically,
and emotional safety in instruction on skills that safety in the classroom. resiliency in perseverance
intellectually, and
Students are aware of the classroom. develop resiliency and 11/7/2021 for academic
emotionally safe
required safety support intellectual and achievement.
procedures and the Students follow teacher emotional safety. Students develop and Students maintain
school and classroom guidance regarding 7/21/2021 practice resiliency skills and intellectual and emotional
rational for potential safety issues strategies to strive for safety for themselves and
maintaining safety. for self or others. Students take risks, offer academic achievement, and others in the classroom.
opinions, and share establish intellectual and
alternative perspectives. emotional safety in the
7/21/2021 classroom. 11/7/2021
Clear expectations are I start every class with a
given before students share warm-up where we listen to
with peers in a large group a podcast and then students
setting and in small group ask wondering questions
formats. 7/21/2021 about it. I use this as a tool to
encourage participation in a
I model polite engagement low-stakes way and thus far
with other including eye it is really working!
contact, giving full attention 11/7/2021
to the speaker and asking
Evidence appropriate follow-up Beyond modeling behavior, I
questions. 7/21/2021 have been engaged in a PLC
called trauma informed
Students feel safe to teaching and that has
volunteer ideas, opinions, pushed me to consider some
and ask questions of me of the ways I speak in class.
and of peers. 7/21/2021 11/7/2021

Students feel safe to ask

questions, volunteer ideas
and take risks. 11/7/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
the learning learning environment learning environment that the learning environment learning environment in
environment on that includes accuracy, includes accuracy, analysis, that values accuracy, which students take
accuracy of answers understanding, and the problem solving, and analysis, and critical reading, leadership in learning.
and completion of importance of meeting appropriate levels of writing and thinking. Fosters extended studies,
learning tasks. targeted learning goals. challenge. Integrates strategic scaffolds research, analysis and
Is aware of the Works to maintain high Holds high expectations for and technologies throughout purposeful use of
Creating a rigorous importance of expectations for students students. Has an instruction that support the learning.
learning maintaining high while becoming aware of understanding of full range of learners in Supports students to
environment with expectations for achievement patterns for achievement patterns, and meeting high expectations utilize an extensive
high expectations students. individuals and groups of uses scaffolds to address for achievement. 11/7/2021 repertoire of
and appropriate students. achievement gaps. differentiated strategies
support for all Some students ask 7/21/2021 Students actively use to meet high expectations.
students for teacher support Some individuals and supports and challenges to
to understand or groups of students work Students engage in a complete critical reading, Students take
complete learning with the teacher to variety of differentiated writing, higher order responsibility to fully
tasks. support accuracy and supports and challenges in thinking, and problem utilize teacher and peer
comprehension in their ways that promote their solving across subject support, to achieve
learning. 7/21/2021 accuracy, analysis, and matter. 11/7/2021 consistently high levels of
problem solving in learning. factual and analytical
learning.

I often get distracted by I am very clear with
assisting just one student students and consistently
and am unsure how to reinforce my belief in their
effectively use my time to learning in my classroom. I
support all students who expect them to all meet the
might be struggling. rigorous standards I have
7/21/2021 set but provide scaffolds for
all students and encourage
students to take advantage
Evidence of those supports as
needed. 7/21/2021
I expect all students to meet
the rigorous standards I
have set but provide
scaffolds for all students and
encourage students to take
advantage of those supports
as needed. I have gotten
better at integrating those
scaffolds into daily lessons
and I am offering additional
support outside of class.
11/7/2021

I have had a high percentage

of students participate in my
outside offerings this year as
well as use the in-class
supports offered. 11/7/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences
for individual and group
behavior. 7/21/2021
11/7/2021
Developing,
Refers to standards for
communicating, and
behavior and applies
maintaining
consequences as needed.
high standards for
individual and group
behavior
Students are aware of
classroom rules and
consequences.
At the beginning of the
school year I establish
rules and expectations
but I do not solicit
student involvement.
7/21/2021
Still not soliciting student
involvement. 11/7/2021
Evidence
Exploring Applying Integrating Innovating
Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
with some student including culturally expectations, positive environment using
involvement. responsive instruction to supports, and systems that ensure
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. 7/21/2021 behavior. 11/7/2021 across learning activities. standards for individual
and group behaviors.
Reviews standards for Utilizes routine Guides and supports
behavior with students in references to standards students to self-assess,
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. 7/21/2021 behavior and
reinforcement. participation. 11/7/2021
Students know Students follow behavior Students respond to Students demonstrate
expectations for behavior expectations, accept individual and group positive behavior,
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.
7/21/2021 11/7/2021
When we do our first set Any time students are
of group work I introduce working individually or in
students to this set of groups, expectations for
expectations and then behavior and outcomes
hold students to those are reviewed. 7/21/2021
standards throughout the
year. 7/21/2021
Students are responsive
to redirection and
requests for behavior
adjustments. I rarely have
to ask a student more
than once to change their
behavior. 7/21/2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes Develops routines, Maintains regular use of routines Engages students in Facilitates student
procedures, procedures, and and procedures that are culturally monitoring and reflecting participating in
routines or norms norms in single responsive and engage students in on routines, procedures, developing, monitoring,
for single lessons lessons or sequence the development and monitoring of and norms in ways that are and adjusting routines and
to support of lessons with some norms. 7/21/2021 culturally responsive. procedures focuses on
student learning. student involvement. Maintains a quality learning maximizing learning.
11/7/2021 climate that builds on Classroom climate
Responds to Seeks to promote student strengths. integrates school
Employing classroom disruptive positive behaviors Provides positive behavior standards and culturally
routines, procedures, behavior. and responds to supports. Promotes positive relevant norms.
norms, and supports disruptive behavior. Responds appropriately to behaviors and consistently
for positive behavior Students are behaviors in ways that lessen prevents or refocuses Promotes positive
to ensure a climate in aware of Students receive disruptions to the learning climate. behaviors disruptive to the behaviors and establishes
which all students procedures, correction for Students participate in routines, learning climate. preventions and a positive
can learn routines, and behavior that procedures, and norms and receive 7/21/2021 classroom climate that
classroom norms. interferes with reinforcement for positive eliminate most disruptive
learning, and positive behaviors. 11/7/2021 behavior.
reinforcement in
following routines, Students receive timely and Students are involved in Students share
procedures, and effective feedback and assessment and monitoring responsibility with teacher
norms. consequences for behaviors that of routines, procedures, and for managing and
interfere with learning. 7/21/2021 norms in ways that maintaining a positive
improve the learning classroom climate that
11/7/2021 climate. promotes learning.
Routines and procedures are Positive behavior is
established (although not posted) consistently praised and
and students are held to them with disruptive behavior is
reminders, proximity and positive prevented using hand
reinforcement where appropriate. signaling, notes, eye contact
Students are not necessarily and proximity. Students
engaged in the development of know that I am paying close
norms (something I would like to attention and tracking both
Evidence work on). 7/21/2021 positive and disruptive
11/7/2021 behaviors for grading
Feedback could be more timely purposes. 7/21/2021
(participation grades for instance
could be entered more frequently) 11/7/2021
but reminders are prompt and
effective. 7/21/2021
11/7/2021

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
Some students complete
time to optimize
learning activities in time
learning
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
7/21/2021
11/7/2021
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 7/21/2021
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.

11/7/2021
Curriculum is packed into
the school year leaving
little flexibility for timing
changes. That said, I
adjust as needed to
ensure that students have
some extra time when I
can. I am very aware of
this but unsure of a
solution. 7/21/2021

Evidence 11/7/2021

I use fist to five as one of

my routines and
consistently give students
more time as needed.
7/21/2021

11/7/2021