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
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. (9/22/20) community that is Students take leadership
responsibility within (5/6/21) responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in cultural norms of creating a fair and
where each student responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
is treated fairly and classroom community. building activities, efforts to be positive, (10/22/21) community where
respectfully designed to promote accepting, and respectful student’s home culture is
caring, fairness, and of differences. Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another. 2/17/22
appreciation for
differences. (9/22/20)
(5/6/21) (10/22/21)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I always make sure that With my guidance, Whenever there is a
all students are being students take problem, I have students
kind and respectful when responsibility to resolve spend some time in
we are on Zoom. I conflicts. We have done reflection to see the
consistently reinforce breakout rooms for situation from a different
those rules when we are students to chat by perspective. 2/17/22
having discussions or themselves (with me
breakouts during class. I supervising). This helps My students know that
also reinforce those rules students take when there is a problem
for all the chat features responsibility for their that we use our words
that the students have own classroom and work out the
access to online. environment and how situation together. They
(9/22/20) they want their learning take turns and share their
environment to look and feelings so that everyone
I give all my students feel like. (9/22/20) can see the different
equal access to materials perspectives of the
used in class. If we are Recently, we have been situation. 2/17/22
using a worksheet, I will using Jamboard more in
always make that class. My students
worksheet digitally created their own
interactive for my expectations of what they
students that do not have would like the class to
Evidence access to a printer. They follow while on
also have the option to Jamboard. As a class, we
show all work on a blank worked together to put
piece of paper and turn up a class list of
that in as well. (5/6/21) expectations as a
reminder for the rules
while they are working.
(5/6/21)

I maintain a very positive
classroom environment.
If there are issues, it is the
student’s responsibility to
bring them to my
attention if I do not know,
or to help solve the
problem with me or with
others. (10/22/21)

Student take
responsibility to resolve
conflict on their own or
ask for help from me or
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
any other adult. Students
maintain a form of
respect for their
classmates and out class
environment. (10/22/21)


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

Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the 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 (9/22/20) resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. (10/22/21) learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. (5/6/21) 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 a variety of Students routinely use a
productive
available resources in Students use resources resources in learning range of resources in Students participate in
interactions among
learning environments provided in learning environments and learning environments monitoring and changing
students
during instruction. environments and interact in ways that that relate to and enhance the design of learning

interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks in content and develop Students share in interactions.
single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
(9/22/20) (5/6/21) interactions to improve
(10/22/21) effectiveness and develop
a positive culture for
learning. 2/17/22
My students will be in a My students use a variety I maintain a physical
virtual learning of resources for their environment that reflects
environment for the leaning and encouraged student diversity. We
entire year. During our to build on each other recently just celebrated
class times, I try to ideas in a respectful and Hispanic Heritage Month
support all student constructive way. We and created a mosaic of
learning and welcome the discuss things a bias-free Cesar Chavez to celebrate
Evidence
diversity of all my environment. (9/22/20) his life and attributes to
students. I allow them famers across California
opportunities to share I utilize a variety of and the nation.
about their own life interactions among my (10/22/21)
experiences, which lets students. I use breakout
other students to have rooms for them to I like to maintain a
constructive and positive collaborate. I have been classroom environment
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
interactions. (9/22/20) using a digital whiteboard that is set up to help assist
for them to show their with my student’s
individual work while learning needs. Some
working together in their students have classroom
breakout rooms. On that jobs that they can apply
tool, I am able to see their for, as well as knowing
work in real time and help where all their materials
where needed. I can also are. 2/17/22
see who is participated
and encourage those who
are not. (5/6/21)

Students participate in
Flipgrid where their work
is displayed for the whole
class to view. Sometimes
it is written work that
they are reading or
artwork they put on
display for a virtual
gallery walk. Students are
encouraged to respond to
each other's videos and
provide positive
feedback. Flipgrid helps
reflect student's thoughts
and ideas while
promoting student
learning. (5/6/21)

My students are often put
into different groups
based on their learning
abilities, but also based on
friendships in the class. I
want my student to
branch out and work with
different people
throughout the school
year. This way they are
exposed to different
people and their
backgrounds and learning
styles. (10/22/21)

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

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. 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.
curriculum. Engages in reflection on 2/17/22
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom. (10/22/21)
emotionally safe
emotional safety.

Students are aware of (9/22/20) (5/6/21) Students demonstrate
required safety Students follow teacher Students develop and resiliency in
procedures and the guidance regarding practice resiliency skills perseverance for
school and classroom potential safety issues for Students take risks, offer and strategies to strive academic achievement.
rational for maintaining self or others. opinions, and share for academic achievement Students maintain
safety. alternative perspectives and establish intellectual intellectual and emotional
(9/22/20) (5/6/21) and emotional safety in safety for themselves and
the classroom. others in the classroom.
(10/22/21) 2/17/22
I give clear expectations We use restorative justice My students know how to
of what their behavior practices at my school. I be polite to one another
should look like and I try to do a community and use their manners,
model ways to agree and circle every week. The inside and outside the
disagree in a polite topic for the circle varies, classroom. There are
manner. I also encourage but students are able to times that we have social
all my student to reflect and engage in a justice circles and talk
participate in all meaningful and safe about different situations
discussion, regardless of environment. (10/22/21) that can come up in
Evidence their opinions. (9/22/20) school or at home.
At the beginning of the Students can share about
I am consistently year, we took an entire their own experiences
modeling how my week to discuss different and can help each other
student’s behavior should ways of growth mindset. by using feedback in
go. I am also away of their That has set the tone for constructive ways.
behavioral changes from our classroom. Students 2/17/22
day to day and reach out strive for academic
to families, if needed. I achievement in a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
want my students to see way and have established
my modeling to know emotional safety in the
how they should be classroom. (10/22/21)
behaving on a regular
basis. I got through
expectations with them
and always make sure
they understand before
moving on. (5/6/21)

My students are always
encouraged to share their
opinions and thoughts
with each other in
constructive ways.
(9/22/20)

My students are still
encouraged to share their
thoughts and opinions
with each other. By
implementing more
breakout room time, my
students have become
comfortable working
together and have
learned how to use their
words very
constructively. (5/6/21)






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 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. (9/22/20) address achievement in meeting high differentiated strategies
and appropriate gaps. (5/6/21) expectations for to meet high
support for all achievement. (10/22/21) expectations.
students Some students ask for Some individuals and Students engage in a 2/17/22
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. (9/22/20) order thinking, and factual and analytical
(5/6/21) problem solving across learning.
subject matter.
(10/22/21) 2/17/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
My goal for this year is I am consistently I have huge expectations
that all students succeed changing up how I do for my students this year.
in everything they do. things in class to make This year is their last year
That doesn’t mean the sure that all my students of elementary school and
highest grade, but I are being supported and I have high expectations
wanted to have rigorous challenged within my for them moving forward
learning to develop a lessons. Students use a into junior high. I
deeper thought process. I variety of supports, like integrate rigor through
help support students office hours and small our learning environment
through long-term groups, to help promote and use scaffolding and
projects and help set their learning. (9/22/20) technologies to help drive
learning goals for them. my instruction.
(9/22/20) We have recently been (10/22/21)
learning about fables and
my students will be My students actively use
writing their own fable. supports and challenges
In class, we came up with to help in all subject
features that our fable areas. They are problem
could include together. solvers and critical
After, I then modeled how thinkers. I help them, but
they should outline their I use a lot of inquiry
fable to be read to write questioning to help guide
Evidence the following day. them into the right
Students could use the direction. (10/22/21)
features we came up with
together or create their I have high expectations
own. (5/6/21) for all my students. My
lessons are at an
My students are engaged appropriate level of
in a variety of instruction challenge for all students,
that adds to their rigor of and I provide extensions
learning. By using for higher level thinking. I
breakout rooms paired have just heard of a new
with different website called Popplet
technologies, by students that I want to try to have
have had to learn how to my students create digital
problem solve and show mind maps to help with
their work with accuracy. subjects like vocabulary
I have high expectations and science. 2/17/22
for all my students
because I want them to
succeed not only in my
classroom, but in life
skills as well. (5/6/21)

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

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. (9/22/20) behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports 2/17/22
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. (5/6/21) behavior and Students demonstrate
reinforcement. participation. (10/22/21) positive behavior,
consistent participation
Students are aware of Students know Students follow behavior Students respond to and are valued for their
classroom rules and expectations for behavior expectations, accept individual and group unique identities.
consequences. and consequences and consequences and behaviors and encourage 2/17/22
respond to guidance in increase positive and support each other to
following them. behaviors. (9/22/20) make improvements.
(5/6/21) (10/22/21)
My students and I My students follow the My students have become I have set high standards
developed our class rules behavioral and classroom so much better at for my students and let
together at the beginning expectations that they expressing themselves in them know what they are.
of the year. The rules helped lay out. I have not appropriate ways. When My students know that I
help communicate and had any problems yet, but it comes to their behavior only set standards for
maintain expectations. my student respond in the classroom, they them that are achievable
They are posted on our positively toward the (respectfully) call other and encourage them to
google classroom as a small consequences that students out for not reach them. One example
resource that students they have had so far. behaving properly. They is their Accelerated
can refer back to They also have responded also have been great Reader goals. I set their
Evidence throughout the year. well to rewards like ‘Fun about using their words goals based on their
(9/22/20) Friday’ that help the week to tell each other how reading levels and 20
run smoother. (9/22/20) they feel in certain minutes. I reset their
situations, like group goals for every trimester.
For the second half of the work or in breakout 2/17/22
school year, we have been rooms. (5/6/21)
using a digital website
called Whiteboard.chat. I help guide and support
As a class, we made a list my students by using
of expectations for using inquiry-based
that website. I also questioning. I allow them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allowed the just explore time to figure things out
the website and play on their own. I also put a
around the first day I was lot of emphasis on
trying it out. This made it collaborative learning
so much better for them and helping others.
to behave after. (5/6/21) (10/22/21)

My students love to work
in groups together. They
are very respectful and
encouraging to each
other’s ideas and learning
styles. They support each
other and help improve
each other in all subject
areas. (10/22/21)

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
(9/22/20) 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
Employing classroom
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
routines, procedures,
Responds appropriately consistently prevents or behaviors and establishes
norms, and supports
to behaviors in ways that refocuses behaviors preventions and a
for positive behavior
lessen disruptions to the disruptive to the learning positive classroom
to ensure a climate in
learning climate. climate. (10/22/21) climate that eliminate
which all students
Students participate in most disruptive behavior.
can learn
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 (5/6/21) assessment and responsibility with
learning, and positive monitoring of routines, teacher for managing and
reinforcement in Students receive timely procedures, and norms in maintaining a positive
following routines, and effective feedback ways that improve the classroom climate that
procedures, and norms. and consequences for learning climate. promotes learning.
behaviors that interfere (9/22/20) (5/6/21) 2/17/22
with learning. (10/22/21)

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am always maintaining Students are involved in My students know how to
the classroom norms assessment and I make it act properly in our
throughout every lesson. very clear to them why classroom and know that
When we move into they are taking any disruption should be
breakout, or I let students assessments. My kept to a minimum. They
use the chat feature, I will students will ask also know that their
review the norms again to questions, like “why are attention should be focus
make sure they know we learning this?”, and I on the task at hand. My
how to behave and have think it is important to students also know what
the best possible learning explain why they are is expected of them when
environment with each learning what they are there is a substitute
other. (9/22/20) and why it is import for teacher present. 2/17/22
their development.
I am always responding (9/22/20)
positively to may student
and their behavior, even I have been including
they are not being the more welcoming and
best they can be. I use engaging class activities
positive reinforcement as to the start of our
well when they are doing morning. We have class
great and being respectful discussions of topics
and honest. They know related to our studies
Evidence that I am their number usually look over a mood
one supporter and will do board so that I can see
anything to help them how everyone is doing in
succeed. They also follow the morning. This has
our class rules, which the increased our class
students made up bonding, but also help
together as a class. make the students feel
(5/6/21) more comfortable and
has improved the
learning climate.
(5/6/21)

I promote positive
behaviors and
consistently prevent or
refocuse behaviors
disruptive to the learning
climate. I refocus
students that are not
participating fully and I
help support those that
are not on task.
(10/22/21)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

I use a reward system to
keep behavior in check.
Student can earn tickets
in different was and then
spend them at the end of
each week on prizes or
passes. This helps
maintain a positive
environment in the
classroom. (10/22/21)

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

Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. (9/22/20) activities and closure. instructional time.
Using instructional
(5/6/21) (10/22/21) 2/17/22
time to optimize
Some students complete Students monitor their
learning
learning activities in time Students complete Students participate in Students use their own time, are engaged in

allotted. learning activities and, as and complete a variety of instructional time to accomplishing learning
needed, may receive learning activities in the engage in and complete goals, and participate in
some adjustments of time time allotted with options learning activities and are reflection, self-
allotted for tasks or for extension and review. prepared for the next assessment, and goal
expectations for (5/6/21) sequence of instruction. setting.
completion. (9/22/20) (10/22/21) 2/17/22

I pace based on learning Pacing has been I pace instruction to
time. If we move slower something I have been include enough time to
through and activity that I working on all school learn and review before
originally planned, then I year. My students have moving on. I support all
make the appropriate become very helpful in my students learning by
adjustments for the rest letting me know when monitoring instructional
of the week. I also will they need a brain break. time and make sure that
add work for students to This has helped everything we do in class
do independently if we tremendously! Even if it has a purpose toward
rund out of time during slightly throughs off the their learning.
class. This also allows me day or weekly schedule, I (10/22/21)
to asses in a “I do, we do, respect that they are
Evidence you do” type of way. telling me when they Students use their
(9/22/20) need a break and I like instructional time for
working with them in learning and working
Students complete how much content time with each other to
learning activities in the they can handle at once. complete activities.
allotted time, daily and (5/6/21) Sometimes it is games
weekly, for independent and other times it is
work. They may receive I have learned how to utilizing an online
some adjustments on plan extra activities if we resource. All activities are
certain assignments have extra time after a either reviewing previous
because our program is lesson, or if my students concepts or preparing
very flexible to meet al need to have a more them for the future
learning needs.(9/22/20) extended review of the instruction. (10/22/21)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
material. Having more
planned will then either Since this is the first time
help me with other days I am teaching this grade
or can become homework level, I am caught up with
review. My students have the curriculum and am
been great about learning knew ways every
completing work in the day to bring the content
allowed time as well. to them in a fun and
(5/6/21) exciting way. I know my
students well and know
which lessons to spend
more time on and have
developed a good pace for
their overall learning. My
students are aware of
how valuable our class
time is and there is no
time for messing around.
When they behave well,
they get rewarded with
things such as free-play
or extra recess. 2/17/22