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. 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.
I model the expected I definitely feel that this is The students and I
behavior of the students. becoming a natural part of worked together to
When I notice that the who I am as a teacher. I make our classroom
model appropriate rules and have had
students could use some
classroom, snack/lunch, and lessons on how we
reinforcement, I model recess time behaviors. For
their behavior on the rug treat each other, I
instance, I modeled to my
to show them what is support students in
students on how to clean up
expected. Throughout the their desk area and care for taking leadership
week, we have circle time. their supplies by properly roles through having
This is where each putting the cap on to their classroom job and
Evidence student is allowed to markers and gluesticks, as giving them daily
share based on the topic. well as the proper use of responsibilities. We
This creates a community scissors, etc. I also enjoy have discussed how
doing Restorative Circles as to solve conflicts and
within the classroom, as a class occasionally to
well as teaches the have role played. In
promote a caring and
students to be respectful conflicting times, I
respectful community in our
while listening to fellow classroom. My recent talk students through
classmates. If students do restorative circle, I asked how to solve on their
not follow the expected each student to share their own if the situation
behavior, they are favorite thing to do with permits. Fall 2021
reminded of what they their family. 3/8/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
should be doing and are
asked to correct it.

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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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
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 use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
During some lessons I always direct students to
throughout the day, wall or whiteboard Students are
resources such as our provided with a
students work in letter wall. When my variety of resources
small groups either to students are learning to to aid their
complete an write cvc words, match individual learning.
Evidence assignment or to uppercase to lowercase, I have cubies of
work with or when they are trying to manipulatives and
remember a letter sound, resource walls to
manipulatives in I direct them to go look at direct students to
stations. This is their the letter wall for help utilize. Fall 2021
chance to work with 3/8/21
and interact with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their classmates to
complete a task or
practice sharing and
respect. These small
groups are slowly
being integrated but
overtime and with
more practice,
students will have
more of these
opportunities.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Students have been
addressed with the
safety of using
materials in the
classroom such as
scissors and pencils.
It has been modeled
and discussed several
Evidence
times as a reminder
for students. I have
created act it out
games to show how
we treat our friends
and people around us
so that we are all
safe. I remind
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic achievement intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I model the use of
materials such as pencils, Students are
scissors, markers, and supported to take
glusticks so that we have risks through trying
positive interactions new things and
within our classroom. challenging
themselves. When
More specifically, for
students are heard
example, I model the
using unkind words,
proper way to hold
scissors and cut and what
they are to reflect and
are asked why they
not to do when holding used that language. It
scissors. 3/8/21 is discussed and
decide how to make
a better choice. Fall
2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students to keep
hands, feet, and their
whole bodies to
themselves. We sing
songs about keeping
our bodies to
ourselves. Students
are responsible for
their own materials
that they keep in a
bin. There have been
plenty of times for
students to practice
walking to their pins
and pulling out the
correct materials in a
safe manner.

I have had lessons to

enforce intellectual
and emotional safety.
We discuss our
feelings and what to
do when we may feel
upset or frustrated.
These have been
positive
conversations and
have been referred
back to when needed.

For the most part,

most of the students
have followed the
safety instructions.
When students have
not, we have a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
discussion together
on the side to talk
about how we can do
better next time.

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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
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
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. 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. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I express through I definitely strive for a
rigorous learning Students are
each lesson what the environment that includes encouraged to strive
goal for that lesson is accuracy, understanding, to better accuracy
that we are trying to and meeting targeted goals. through Language
For example, something that
achieve. Students are I am working on right now
Arts and Math. They
aware that they need are working on
with my TK/K class is
accuracy in letter
to work hard to making sure the students are
formation and their
writing their numbers and
complete this goal. I letters the correct way in numbers up to 50.
remind students to their sentences and number There are letter
work efficiently but problems.3/8/21 walls and a number
not to rush because wall to scaffold their
learning during
they will not do as these lessons.
well. I assist the Students participate
Evidence
tables that need extra in critical thinking
support to reach and problem solving
these goals. through different
subjects. For
Scaffolding tools are example in addition
used to help students they are thinking
reach their goals. about why they
Students are need addition and
acknowledged when what it is used for.
Fall 2021
they complete their
goal such as a stamp
on their paper.

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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
Developing,
for individual and group involvement. responsive instruction to supports, and systems that ensure
communicating, and
behavior. Communicates, models develop and maintain consequences for students take an active
maintaining
and explains expectations high standards for individual and group role in monitoring and
high standards for
for individual and group individual and group behavior within and maintaining high
individual and group
behavior. behavior. across learning activities. standards for individual
behavior
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. 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. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. 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.

Students are I always strive to model the

expectations of classroom
sometimes asked behavior but literally Students are set up
what the showing them, for example, with expectations
expectations are how to walk into the for each activity in
classroom and go to the rug
before starting a the proper way after recess.
completing their
lesson such as “What work and their
My students know that they
will need to finish their work
expected behavior.
are we supposed to I have a secret
during recess if they are
do when we get to messing around doing class student name on
our table?” This and their work is the board that is
allows students to incomplete. They also know hidden and if that
that they may need to clip student makes
think and respond down on our rainbow chart. good choices all
appropriately for 3/8/21 day then they get a
what the reward.
Evidence
expectations are for
them. Students are
reminded what the
standards are within
the classroom
throughout the day
when needed.
Students show their
understanding of the
expectations by
following directions

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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. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

I always try to get as I develop routines in my

classroom. For example, in the Students have
many students first part of the morning, we adapted well to our
involved in a lesson always do the same things (of
course with the content material
daily routine. They
as possible. Whether know what to expect
being different). For instance,
we always start the day with
at each time of the
it is them raising calendar time and the Pledge of day and know how
their hand for Allegiance, the montherena, and to get ready to learn
through getting the
discussion, playing a then reading comprehension.
Evidence After RC, we do our morning correct supplies and
game, or completing message and then our morning sitting at their
an activity together. work. I always correct student
behavior and provide a good
assigned desks.
Students are
I have many ways to behavior alternative. 3/8/21 rewarded
praise good behavior throughout the day
through behavior on staying focused
and having good
charts, choosing a behavior with
line leader who has stickers and fun
breaks. Fall 2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
been a good example,
stickers, and verbal
praise. When
students are not
behaving, we have
discussions on what
we can work on,
discussions with
parents, sticker
charts.

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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.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Lessons are planned I am routine in my Students are
based on the variety classroom, however, I am assessed throughout
flexible as well. For
of student levels in example, my students
lessons and after to
the class. I provide see if they are ready
were writing the
to move forward with
scaffolding tools for sentence, “I see a red the unit. This can be
those who need it apple”. I noticed that a done through
and extra activities couple of the students monitoring and
were having a hard time
for students who may with this, and therefore I
viewing their work. All
finish early to students participate in
was able to add more the lesson and are to
Evidence challenge them. time for this topic. complete their activity
Students have a 3/8/21 in a time that suits that
folder to put work in students needs. Fall
that they do not 2021
finish and will have
time to revisit it later
to complete their
work.

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