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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. 07/15/21 community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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.
Evidence 07/15/21 12/01/21
As a school, there is an In our class we complete
approach that we take in different activities where
order to respond to we celebrate our
trauma (i.e. AAPI Hate, differences. One way that I
BLM response to George support students in taking
Floyd,etc), and I believe leadership in developing a
that it encompasses a caring community that
community of care that is responds to students’
then seen in the diverse cultural norms is
classroom. I try to by providing the language
reinforce language that is for the students to discuss
positive, non-offensive and differences. One book that
that doesn’t degrade an we use is, “This Book is
individual. I start with Anti-Racist”. It allows
modeling and teaching students to discover how
the language to use language around
identity, race, culture and
much more. Another thing
we do as a community is
celebrate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
accomplishments of
BIPOC leaders in history.
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. 07/15/21 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
learning tasks. constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students routinely use a
productive
available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among
learning environments environments and resources in learning learning environments monitoring and changing
students
during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks in deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence 07/15/21 12/01/21
I’ve shared classrooms Google classroom is our
with other teachers these home base for
past few years, but I still assignments and updates.
attempt to find a way to I regularly provide the
make the classroom’s students with daily
physical environment to updates with modern
promote student learning, history facts that
and diversity. When the incorporate their history. I
students are done with collect data about the
their culture bags, I hang student’s history through
the bags on the wall their culture bag
alongside some extremely presentations. For
significant posters such as example, if I know one of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the Universal Declaration my students celebrate
of Human Rights and so Kwanza I would add an
much more. Also, I tend to article, video or quick
post an activity on the presentation to discuss the
wall that signify all of the holiday in order to bring
learners we have in the awareness and respect.
class to ensue fairness. As
mentioned before success
looks different for each
student.
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. 07/15/21 physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic achievement intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
Evidence 07/15/21
When I gage students in
discussion, I attempt to use
a council style method to
ensure students feel like
they have a voice in the
class. This helps me to
monitor engagement
sometimes and to disrupt
language that is offensive
or mean. Sometimes I
disrupt language when
students may call a group
by an inappropriate racial
name, and we really spend
time reflecting on
moments like these.

12/01/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Since I teach history, I must
be very mindful and
objective the way I teach
the material to ensure my
viewpoints are not
reflective on my lessons.
However, in today’s
climate I must bring
awareness to social justice
topics. I use the following
books in my curriculum: A
People History of America
(The Young Readers
Edition), A Different
Mirror, Stamped and This
Book is Anti-Racist.

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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations 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. 07/15/21 expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
07/15/21
This is something I am
trying to strive to get
better at. I attempt to use
guided practices that will
help all types of learners
that may need chunking,
or close readings for
students who may need a
closer lens on a prompt. I
believe that if I have
Evidence differentiation in my
lesson, it will not only
benefit the students I want
to reach, but it’ll also
benefit all students.
Audiobooks and tech tools
are offered to all students,
not only just my dyslexic
students or audio
learners. This is something
I am also trying to get
better at.
Element 2.5 Emerging Exploring Applying
Developing, Establishes expectations, Develops expectations Uses multiple strategies
communicating, and rules, and consequences with some student including culturally
maintaining for individual and group involvement. responsive instruction to
high standards for behavior. Communicates, models develop and maintain
individual and group and explains expectations high standards for
behavior for individual and group individual and group
behavior. behavior.
07/15/21
Refers to standards for Reviews standards for
behavior and applies behavior with students in Utilizes routine
consequences as needed. single lessons or references to standards
sequence of lessons in for behavior prior and
anticipation of need for during individual and
reinforcement. group work.
Students are aware of Students know
classroom rules and expectations for behavior Students follow behavior
consequences. and consequences and expectations, accept
10/21/21
To promote critical
thinking, I create DBQs
and FRQs for students to
analyze and respond to
texts. This allows the
students to closely read
both primary and
secondary souces, respond
to text dependent
questions and write an
organized response once
the close reading is done. I
found this method to be
very meaningful rather
than reading an entire
text of something,
chunking it is really
helpful especially for
students with executive
functioning skills.
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using
supports, and systems that ensure
consequences for students take an active
individual and group role in monitoring and
behavior within and maintaining high
across learning activities. standards for individual
and group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and
participation.
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
respond to guidance in consequences and and support each other to and are valued for their
following them. increase positive make improvements. unique identities.
behaviors.

07/15/21 10/21/21
Positive reinforcement is To encourage positive
really one of the most behavior especially during
impactful ways to discussions I incorporated
maintain high standards the following: Socratic
with my students. formatted discussions,
However, I’ve noted when implicit bias talking
my students become more moves, and 5 step
energetic throughout the response which is: step 1:
day and have class repeat, 2 feel, 3 think, 4
expectations that breathe, 5 connect.
Evidence correspond with the
period. We create them
together as a class, then I
inform them that I will
edit the expectations
accordingly. My students
in period one may not be
as chatty as my class after
lunch, so I would
emphasize certain
characteristics according
to the needs of the class.

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
07/15/21 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
with learning.

Evidence 07/15/21
Since I have a class full of
different types of learners,
including students with
executive functioning, I
have maintained a climate
of consistency with a daily
agenda that lists are tasks
for the day, objectives, and
essential questions. Since
we do take a constructivist
approach and home in on
certain topics, I try to my
best to transition the
following day to the
students’ interest with an
ease. Typically, I would
verbally remind them of
the transition and why we
are pausing to focus in on
one thing or I ask the
students to create a mind
map to illustrate how we
got to that point.
12/01/21
At this point, with all of the
support I am getting from
the head and heart team,
and the spectrum program
along with school
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
administration it is safe to
say that I am maintaining
a culture of consistency
and routine. With both this
will allow students with
executive functioning
issues to lower their
anxiety.

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.
07/15/21
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. 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
07/15/21
Our class time consist of 55
minutes, and I must make
the best use of it. I typically
start with sharing the
agenda and a “do now”
activity. Then, there is
some direct instruction
followed by an in-class
guided practice. It typically
has that structure unless
we have Socratic seminars,
discussions or if we are
doing an activity. Those
usually would take place
during our guided practice
time.
The agenda is posted on
screen before the students
Evidence enter, and it houses the
same information they will
see on google classroom.

12/07/21
As of today, I am still in
progress of optimizing
learning instruction to
ensure growth. This is
something that I am
striving to become better
at. I am adding timers to
ensure I transition well
while ensuring that all of
my students’ voices are
heard. I also incorporated
through technology, silent
discussions to ensure all
voices are heard.