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 (10/14/21) 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.
(07/13/2021) 03/30/22
differences.

One of the first discussions that I have with my students all year
Respect is the most important quality that
long is the importance of kindness and respect. The art classroom is Since the start of this school
students need to demonstrate in the classroom.
a place where students should feel safe to learn about themselves, year, I have seen students help
Kindness is practiced weekly to support the
explore ideas, and ask questions. Students understand that along each other out and communicate
wholesome classroom community.
with kindness and respect comes communication. Transparent with respect. I provide students
communication is something I value and look forward to improving with a Mindful Monday Activity
If students have an issue in the classroom,
on. As I model communication (even the uncomfortable
Evidence students are to go outside and resolve it (if
where we spend a couple of
conversations) openly, students feel safe to trust the community in minutes on our mental health
appropriate) before I intervene and take the lead
the classroom in their expression and learning, too. before beginning our week. I find
in the conflict resolution. Students are aware that
We share a lot of materials amongst each other. Oftentimes, I will that this helps nourish a beautiful
their words and actions are a reflection of
make the "trouble maker" student the leader of groups so they have classroom environment, too.
themselves and are expected to be mindful and
a sense of responsibility and leadership in the classroom. Students
inclusive of those around them. 03/30/22
work together to uphold this classroom community while respecting
(10/14/21)
and embracing each others' differences. (07/13/2021)
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 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. (10/14/21) that engage students Selects from a repertoire
promote student (07/13/2021)
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
(07/13/2021)
interactions to improve
(10/14/21)
effectiveness and develop
a positive culture for
learning.
03/30/22
Working in a virtual learning environment was

definitely challenging this past year. I YouTube with subtitles, Google

implemented breakout groups, after school Classroom, Padlet, and my

office hours, uploaded demonstration videos Touchscreen TV are just some of

of classwork, and provided resources for the resources offered for students
Evidence
technology help for students. Lessons usually and myself to use to encourage a

connect with one another so students can learning environment that is

continue to build on their prior knowledge. I diverse and productive among the

toyed with different technology apps like classroom community. (10/14/21)

Kami, Padlet, and Class Dojo to encourage

more student engagement during this time.

(07/13/2021)
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
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.
emotionally safe (10/14/21)
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic 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 intellectual and emotional
safety. achievement, and safety for themselves and
(07/13/2021) establish intellectual and others in the classroom.
emotional safety in the
classroom. (10/14/21)
Students are very aware that if they are disrespectful, their
(In addition) Students
behavior will not be tolerated. Any type of behavior that
Students are given skill-builder handouts where
who disrupt the
disrupts the classroom community and can potentially make a
they are encouraged to make mistakes, learn, and
classroom environment
student feel unsafe is addressed right away. Oftentimes I have
experiment. Student support services are offered
are taken outside
learned that there is something going on personally with the
in Google Classroom. Students know that my
immediately and spoken
student for them to behave in an inappropriate way. This also
classroom is safe and open to all (whether they
to one on one. If need be,
provides itself as an opportunity to take the student outside and
Evidence are enrolled in my class or not). Students speak to
students will be
talk to them one on one about what may be going on.
one another about viewpoints on others' artworks
summoned during my
Mental health is very important. Students may find resources
and learn to respect different opinions. Students
prep time so we can talk
for their mental health regularly on Google Classroom as well
understand that the classroom community is
about what is going on on
as the Motivational Monday Quotes.
reliant on EVERYONE for it to be successful.
their end that is
(10/14/21)
disrupting their
When presenting information to the class, I open up the
education. Here, we
conversation for students to interpret artworks from their own
come up with a plan to
bias. We use clues given from the artist as well as students'
get students back on
emotional input to discuss the possible meanings. (07/13/2021)
track. (11/30/21)
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. 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
(07/13/2021) subject matter. learning.
(10/14/21)

The first assignment students work on is called the

Integrating UDL into the
BAP (Beginning Assessment Portfolio). This is where
classroom. 25% of my
students have a variety of objects and scenes to draw
students has some kind of IEP
their absolutely best. Once this is done, I use this as a
or 504. Being sure to maintain
basis when I begin to grade students work. Students
an environment that is
who focus, work hard, and take responsibility for their
challenging for all levels and
work improve drastically in my class. I hope students
Evidence abilities. (10/14/21)
to a high standard because I believe in them. If students

are not improving, then that tells me that the student is

(In addition)- Grading slowly becomes more difficult, as
not trying their best. In this case, I am informed that the
students are working on and improving their technical art
student is facing a challenge. I speak to the student one
skills (11/30/21)
on one to address the problem they may be having.

Once addressed, students usually feel more confident

with a new sense of direction in their work.

(07/13/2021)
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. 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
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. behavior and 03/30/22
reinforcement. participation. (10/14/21)

Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. (07/13/2021) make improvements. unique identities.
(10/14/21)

Students are treated as adults in my classroom.

Students are grouped into
Their tone of voice, language choice, and Students know the difference 4. Each group shares
demeanor all matter when in the classroom. between respect and disrespect. Any responsibilities,
Respect, communication, and kindness are type of disrespect is not tolerated in resources, and materials.
mentioned throughout the week to remind the classroom. Using more Students are addressed by
students of the expectations that I have for them dangerous tools like an x-acto knife or
groups and receive
inside of the classroom. scratch tool means more participation based on the
Evidence responsibility and trust is allotted to groups' behavior and
if a student decides to act inappropriately, I each student. Students are efforts.
take them outside and speak to them one on responsible for their actions and 03/30/22
one. Usually I give students an option of what behavior- always being held

their consequence is. When students decide accountable for their thoughts and
their consequence, they tend to take more actions. (10/14/21)
responsibility for their actions which prevent

them from acting out in the future. (07/13/2021)

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 (10/14/21)
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. (07/13/2021) learning climate. promotes learning.

students know that once they enter the classroom, they are expected to behave 03/30/22

appropriately. Aside from that, students know that a lot of the time spent in the

classroom is dedicated to studio time. Students know the routines of retrieving

materials from the front of the class, getting the projects ready to work on, and setting

up a desk environment that is appropriate for the project. As stated above, students understand that

Students are given the opportunity to stand up from the desks and walk around the they are held accountable for their behavior
Evidence and are expected to act professionally in the
classroom to get inspired by their classmates work.

I try to express gratitude at least once a week, and reinforce student improvement by classroom towards each other, myself, and

having them look back at their BAP's throughout the year. themselves.(10/14/21)

Projects are often due on a Friday so that I can grade and provide feedback to students

over the weekend. On Mondays, students who turned in their work on time have the

opportunity to improve their projects and turn it in for a better score. (07/13/2021)

(10/14/21)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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.
Evidence
Exploring
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.
Applying
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.
(07/13/2021)
demonstrations are usually done in
parts. The maximum amount of time I
will demonstrate or model for the
students is 15 minutes. Once I am done
modeling, I give students the
opportunity to work hands-on with the
techniques that were just modeled.
Students skill-build while working
hands-on with art materials. While
students are working, I walk around to
make sure that students understand the
approach to the specific lesson.
we use a variety of different media in
the classroom so students may try out
different forms of art. (07/13/2021)
Integrating Innovating
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of (10/14/21)
instructional time.
Students use their Students monitor their
instructional time to own time, are engaged in
engage in and complete accomplishing learning
learning activities and are goals, and participate in
prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
(10/14/21)
03/30/22
I am not just progress
From Day 1, instruction is organized so
monitoring my students, but
that it is learned in a series of
also myself. Each class
chronological learning. Each lesson
period has their own pace.
builds into the next one. By the end of the
It's important that I honor
semester, students put together
the flow of the class as
everything they've learned into one huge
students honor their due
project. (10/14/21)
dates.
03/30/22