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. 7/22/21 creating a fair and respectful
respectfully occasional community differences. 7/22/21 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.
My students seem to I understand that in my
embrace and respect other classroom, I am leading by
students’ differences. We example. I have to make
have a saying, “That’s okay; sure that the students
everyone works at a recognize how to handle
different pace and might situations and communicate
learn differently.” In our with others. I have several
classroom, we do conversations a week on
something called how they can love, care for,
“Compliments and and support their
Evidence
Appreciation.” This activity classmates. We talk about
allows the students to share different cultures and
positive thoughts of another understanding that everyone
student who has comes from diverse
demonstrated excellent backgrounds. 7/22/21
behavior or has been a good
friend to others. 7/22/21
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. 7/22/21 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 7/22/21 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 routinely use a
interactions among environments during Students use resources Students use a variety of range of resources in Students participate in
students instruction. provided in learning resources in learning learning environments that monitoring and changing
environments and interact environments and interact relate to and enhance the design of learning
with each other to in ways that deepen their instruction and reflect their environments and structures
understand and complete understanding of the diversity. for interactions.
learning tasks in single content and develop Students share in
lessons or sequence of constructive social and monitoring and assessment
lessons. 7/22/21 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
In this classroom, I focus on
creating a healthy working
environment. This would
include seating
arrangements,
encouragements on the
wall, and early completion
lists. 7/22/21

Evidence In the seating arrangements,

the students can work with
one another on assignments
or projects. They are
learning how to
communicate their
understanding of the
material and produce
accurate assignments.
7/22/21
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 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. 7/22/21 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. 7/22/21
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. 7/22/21 emotional safety in the safety for themselves and
classroom. others in the classroom.
I try to maintain a safe
environment for the
students by setting
expectations (physically,
intellectually, and
emotionally). I have set
rules and classroom setup
that prevent any physical
issues. Students are allowed
to ask questions that are
Evidence simple or complex. They
can share their thoughts and
opinions, and the students
understand that they need to
listen well while someone
is talking. We talk about
how to care for our
classmates well and to have
to protect their hearts. We
are one team, and we work
together. 7/22/21
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
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous while becoming aware of
learning environment achievement patterns for
with high expectations individuals and groups of
and appropriate students. 7/22/21
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning. 7/22/21
I incorporate a variety of
learning and assessment
opportunities targeted to
meet the learning objective.
The students are graded on
the work and receive
feedback. With the students'
scores, I put the students
into groups. In these
Evidence groups, I teach based on
their needs and levels. I can
fill in any information gaps,
or I can challenge and
expand the lessons. 7/22/21
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

Element 2.5 Emerging Exploring Applying Integrating Innovating

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. 7/22/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 7/22/21
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities. 7/22/21
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.

I have found that students My students are held

are successful when they
have multiple forms of
communication. When I
teach a lesson, I follow the
“I do, You do, We do”
method. The students can
hear, visualize, and
demonstrate their
understanding. 7/22/21
Evidence When the students are
completing a project, they
can refer to an example
provided. If a student does
not complete it to the
standard, then I will have
them try again. If I notice
they are struggling, I will
have them turn it in once
they feel proud of their
work. 7/22/21
accountable for their
actions and expected to
follow the classroom
guidelines, which creates a
healthy working
environment. We regularly
have classroom meetings
and group work where the
students can practicing
communicating and
completing work together.
If the students have
ongoing behavior problems,
then they lose their
opportunity to work in
work. 7/22/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom Responds to disruptive
routines, procedures, behavior.
norms, and supports
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Exploring
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.
Applying
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
7/22/21
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. 7/22/21
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
7/22/21
Integrating Innovating
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
I have routines set in my
classroom that give the
students confidence,
knowledge and set
expectations on have they
should be conducting
themselves or how they
should complete
assignments. For example,
every morning, the students
join me on the carpet for
calendar time. They know
to sit quietly, listen to the
Evidence speaker, and return to their
seats quietly when we are
doing calendar time.
7/22/21

I use an economic system

in my classroom the help
regulate the behavior and
participation in the
classroom. The students all
have individual and group
goals to work towards.
7/22/21

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 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. 7/22/21
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations for
completion. 7/22/21
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When planning my lessons,
I consider the time it takes
to share my lesson, the time
it takes for the students to
complete an assignment,
and transition time. If the
students are going to
complete a project, I will
have the materials ready
and easily accessible for the
students to grab. 7/22/21

Evidence Students have time to

complete their work in
class. I will give extra time
to those who need it. When
the students complete an
assignment, they turn it into
a bin. If they did not finish
the task, then they will put
it in their classroom folder
to finish later at a
designated time. 7/22/21