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 4/3/22
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
Promoting social caring community. climate. community that is
Development and responsive to the diverse Students take leadership
responsibility within Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
a caring community responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
where each student classroom community. building activities, accepting, and respectful 9/20/20 respectful classroom
is treated fairly and designed to promote of differences. 5/3/21 community where
respectfully caring, fairness, and 9/20/20 10/16/21 student’s home culture is
respect. included and valued.
Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences. 5/3/21
10/16/21
4/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are well behaved I discuss and run During this school year I
and respectful of one activities with students have carried out activities
another. Classroom where we discuss topics based on gratitude,
behavior shows such as what does it take peaceful protest ( tied
co-operation between to be a good friend, why into MLK day ) and an
students. our school is so great, exercise where students
9/20/20 teamwork and the were paired up with a
importance of listening to peer outside their friend
one another. It is clear to group and where they
students as I state carried out an interview
explicitly that my of a lengthy link of
expectations for respect questions to increase
are very high. Students understanding and
share details about their knowledge of one
family life so we can another. Another activity
appreciate both was the creation of a class
commonalities and shield which consisted of
differences. At FLS the student deciding on
students are encouraged which emblems best
to run for student council represented their whole
positions in order to group.
communicate to 4/3/22
Evidence administration the views
and needs of their peers.
This encourages listening
to one another and
respecting ideas.
Students are responsible
for running morning
business and Friday
maintenance jobs in order
to develop a sense of
ownership and thus
responsibility for their
classroom environment.
9/20/20

Students take
responsibility for their
actions and as a class care
for one another through
their actions. During the
current climate students
take responsibility for
keeping their classmates
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
safe by washing their
hands and sanitizing their
work areas after class.
5/3/21

I have been working with

students so that they take
responsibility for the
equipment they use in the
classroom and how they
share it amongst
themselves. Students
rotate taking
responsibility for passing
out materials and
cleaning up after their
peers. They enjoy taking
on this role and caring for
their fellow classmates
one day to have the favor
returned another day.
Students listen
respectfully to one
another’s ideas even is in
disagreement, as they
know their opportunity to
voice their opinions will
happen. 5/3/21

With the return of the

whole grade level to in
person learning this year I
began the school year
with a number of
activities to promote the
building of social skills as
students had to relearn
and begin to use previous
norms that had suffered
and became neglected
during isolation during
covid. The students
continue to work through
SEL group activities in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
order to develop empathy
and caring skills for one
another
10/26/21

Students are respectful of

one another during daily
devotions every morning.
Each student signs up for
a day where they share an
inspiring quote, relevant
bible verse, video or
activity with which to
start the day. Following
the presentation students
are able to ask question or
offer constructive
comments on the
devotion.
4/3/22
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. 5/3/21 learning and reflect
interaction between lessons or sequence of during learning activities 10/16/21 diversity within and
students can support lessons to support that ensures a focus on 4/3/22 beyond the classroom.
learning. student learning. and completion of
Creating physical or learning tasks. Integrates a variety of Selects from a repertoire
virtual learning 9/20/20 structures for interaction of structures for
environments that that engage students interaction to ensure
promote student constructively and accelerated learning for
learning, reflect productively in learning. the full range of students.
diversity, and Some students use Students use resources 5/3/21 4/3/22
encourage available resources in provided in learning Students use a variety of 10/16/21
constructive and learning environments environments and resources in learning Students participate in
productive during instruction. interact with each other environments and Students routinely use a monitoring and changing
interactions among to understand and interact in ways that range of resources in the design of learning
students complete learning tasks deepen their learning environments environments and
in single lessons or understanding of the that relate to and enhance structures for
sequence of lessons. content and develop instruction and reflect interactions.
9/20/20 constructive social and their diversity.
academic interactions. Students share in
5/3/21 monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
5/3/21
4/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students take My classroom is
opportunities to engage maintained to a high
in conversation and standard. The walls are
discussions concerning covered in science related
the lesson content. Group content that includes
project work strengthens women and minority
the collaboration skill of populations. Desks are
students. grouped in order to
9/20/20 facilitate group
discussion. Stations are
employed to give
students variety and
exposure to a range of
learning supports and an
opportunity to practice
good time management.
9/20/20
By adapting to teaching
online I have been
required to use different
techniques in order to get
Evidence students talking and
interacting. Jigsaw
strategies have been
successful where
students work in small
groups to become experts
then create a slide or 2
with which they will use
to convey their expertise
to other class members.
This is easily carried out
over zoom and in the
classroom. Students are
encouraged to ask
questions in order to
learn from the ‘expert’. I
used this technique
recently for 7th graders as
they learned about
evidence for evolution. I
had 7 small groups and
they all learned about one
particular area before I
I recently obtained a I am able to move my
Nobel prize for medicine desks around in order to
poster which is on the have the classroom set up
walls in my classroom. I in different arrangements
have also recently added to vary the seating and
a pop art collection of grouping of students. I
women in science power recently made the group
posters showcasing tables smaller so 6
pioneering women. students are seated
Another recent addition together - this helps for
is a series of ‘chemists’ more sharing or ideas
posters shows the many during group talk time. I
roles and types of regularly move students
chemist jobs available , around to vary their
that revels the diversity interactions and allow
of people engaged in them to work
chemistry related jobs. collaboratively with
Student work is different people.
prominently displayed 4/3/22
showing that their work
is valued and worth
sharing.
I use many different
strategies to reach
students and try to
change things up every
lesson so students are not
repeating or using the
same strategies each time
so that they are thinking
and utilizing different
parts of their brain as
they work on creative,
logical, analytical,
explanatory or
presentation projects to
show their knowledge
and understanding.
5/3/21
My classroom walls are
filled with culturally
appropriate images of
scientists from a diverse
range of cultures and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
rearranged their groups backgrounds. As
into 7’s and they each students produce work
shared their specialized during class I display this
topic. I try to use a so students can share
different strategy for and be proud of their
learning each lesson in creations and also allow
order to maintain student others to enjoy and
interest. Google slides is reflect on their
a very versatile tool that classmates' work.
has become very useful to 10/16/21
me and which I employ in
various ways. 5/3/21 A collaborative and
productive learning
environment is provided
by having students work
in small groups for hands
on experiments. This
requires students to
figure out who will take
which role and how they
will get the work and
experiment completed. I
need to provide a little
constructive help at times
as students develop their
communication and team
working skills. Students
completed research on a
given physical scientist
and shared this
information with the
class as part of a
collaborative effort to
give relevance and a
sense of time to the topics
we are covering in class.
10/16/21

in science class this year

our displays have
included students’ poster
work on symbiotic
relationships, pasta and
pipe cleaner models of
DNA, paper pet families
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that model inheritance of
genes and drawings of
dogs that are based on an
activity to demonstrate
the distribution or certain
traits within dogs. The
inclusion of this work
allows students to view
one another’s ideas which
can lead to some valuable
content conversations.
4/3/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety that addresses safety issues risks to physical, students to take risks and with the students for the
are required by the site, regarding materials, intellectual, and offer respectful opinions establishment and
district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases 4/3/22 emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
Establishing and establish intellectual and Models and provides their own language and
maintaining learning emotional safety in the instruction on skills that behavior that contributes
environments that classroom. develop resiliency and to intellectual and
are physically, support intellectual and emotional safety in the
intellectually, and emotional safety. classroom. Students demonstrate
emotionally safe Students are aware of 9/20/20 4/3/22 resiliency in
required safety Students follow teacher 10/16/21 perseverance for
procedures and the guidance regarding academic achievement.
school and classroom potential safety issues for Students take risks, offer Students develop and Students maintain
rational for maintaining self or others. opinions, and share practice resiliency skills intellectual and
safety. alternative perspectives and strategies to strive emotional safety for
9/20/20 for academic themselves and others in
10/16/21 achievement, and the classroom.
establish intellectual and
emotional safety in the
classroom.
4/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I ensure that material All student viewpoints
being delivered to and ideas are able to be
students reflects their aired and students
identities by using listen without
images of difference
comment to allow
races and genders. I
encourage students to uninterrupted sharing.
share their thoughts and Discussions of
beliefs with reassurances respectful norms set
that their thoughts are the tone for
valued. expectations.
Students are able to Constructive
contact me privately if questioning of
they wish to discuss presentation content
something – either via and clarification
email or setting up a
questions are
lunch time or (during
distance learning - office encouraged during
hours) after school class presentations in
meeting. such a way as to be
9/20/20 beneficial for the whole
When completing a class without putting
Evidence project on scientists in anyone at ease. I am
the able to help should a
biomolecular/genetics student appear to be
field I carefully selected uncomfortable or
people from a range of
struggling.
cultures and
backgrounds. Students 4/3/22
included in their reports
challenges that the
scientist may have had to
face during their career.
During BHM in
homeroom class students
completed a project on
Padlet whereby they
chose a black figure who
had changed the world
and the challenges they
faced in doing this.
Students commented on
one another’s work
thereby learning about
biases in our society and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
how people can
overcome these barriers.

Students are willing to

offer their opinions and
pose questions – both for
clarification or if they
disagree or are struggling
with a concept. I
encourage students to
ask questions by
explaining that we can all
learn from discussion and
questioning ourselves.
9/20/20

My classroom is open and

welcomes comments by
students thus allowing
them to share and discuss
their ideas without fear
of being judged by their
peers. I have included
assignment recently
whereby peers review
work and constructive
criticism is offered. I
used this approach
recently for some science
CER questions and it
proved useful in that
students could see one
another’s work while
thinking critically about it
while absorbing another
perspective on the
assignment.
5/3/21

When developing a
famous scientist project
for 8th graders I was
careful to give a balanced
selection of scientists to
include as many women
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and scientist from
different cultural
backgrounds as possible.
Students included
information on their
reports as to the
challenges that each
scientist faced and it has
been interesting to listen
to the facts they
discovered. This has
provided a jumping off
point for us to discuss
inequality within the
scientific community and
an opportunity to
celebrate those scientists
who were able to thrive
against the odds being
against them.
10/16/21

Students have been

forthcoming in their
willingness to engage in
debates about society
and the challenges it
offers for many scientists.
My class offers an
opportunity for growth
as students know my
philosophy is one of
growth not perfection.
10/16/21

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
9/20/20 gaps. expectations for to meet high
5/3/21 achievement. expectations.
Some students ask for 10/16/21 4/3/22
teacher support to Some individuals and Students take
understand or complete groups of students work Students engage in a Students actively use responsibility to fully
learning tasks. with the teacher to variety of differentiated supports and challenges utilize teacher and peer
support accuracy and supports and challenges to complete critical support, to achieve
comprehension in their in ways that promote reading, writing, higher consistently high levels of
learning. their accuracy, analysis, order thinking, and factual and analytical
9/20/20 and problem solving in problem solving across learning.
learning. subject matter.
5/3/21 4/3/22
10/16/21

Learning expectation are I have improved my As I develop and refine

regularly stated at the scaffolding for struggling lesson plans and
beginning of each lesson students while providing instructional strategies I
so that students may differentiation for those am able to anticipate and
align their understanding requiring more provide support for
and learning. Student challenging assignments. students that may need
work is analyzed to I have used different more scaffolding. I
assess for understanding levels of assessments for provide supplemental
and knowledge is gained different student needs reading assignments and
about the area or topics while ensuring that the Actively Learn activities
where students thrive or standards are met and to further support
struggle. objectives achieved. I content delivered in class.
have increased the rigor Int his way I am able to
Evidence Few students may need for some students by present information in
additional guidance in giving them more several modes so as to
order to meet the challenging parts of increase student learning.
learning target and assignments or more 4/3/22
integrate new content. demanding material to
9/20/20 research and share back
to the group. This week
while 8th graders carry
out a project on synthetic
and natural chemicals the
degree of difficulty is
increased for those more
capable studetns while
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
more straight forward
and easily
understandable
substances are assigned
to other students.
5/3/21

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
9/20/20 5/3/21 4/3/22 and group behaviors.
Refers to standards for
behavior and applies Reviews standards for Utilizes routine Guides and supports
Developing, consequences as needed. behavior with students in references to standards students to self-assess,
communicating, and single lessons or for behavior prior and monitor, and set goals for
maintaining sequence of lessons in during individual and individual and group
high standards for anticipation of need for group work. behavior and
individual and group reinforcement. 5/3/21 participation.
behavior Students are aware of 9/20/20 10/16/21 Students demonstrate
classroom rules and 5/3/22 Students respond to positive behavior,
consequences. Students know individual and group consistent participation
expectations for behavior behaviors and encourage and are valued for their
and consequences and Students follow behavior and support each other to unique identities.
respond to guidance in expectations, accept make improvements.
following them. consequences and
9/20/20 increase positive
behaviors.
5/3/21
4/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I share my expectations Discipline issues are rare
with students at the within my school
beginning of the school community. Students are
year. In class recently we able to choose their work
discussed the norms for partners for projects at
group work and set these times while being paired
as points to consider up by me for others.
when sharing in a group. Students are aware of
9/20/20 expectations for group
work and I often include
Students are aware of my a peer evaluation to
expectations and school confidently find out how
policies for infringement. students have acted
9/20/20 responsibly or been less
than an ideal partner.
5/3/21
During science
experiments students
sign a contract that
indicates they are aware
of safety rules and the
Evidence consequences for any
infringements. After one
warning their name is
written on the board and
a further incident leads to
dismissal from the class
and a zero for the
assignment. As students
are aware of these rules
they accept them, deal
with consequences and I
have little behavior issues
in class.
5/3/21
This year for some
students I have been
able, along with the
middle school faculty,
to provide narrative
report cards to help
support students for
whom the traditional
report card was not an
appropriate measure
of their progress or
learning. Within
learning and
cooperative groups
students are aware of
my high expectations
and of the need and
benefits of respectful
behavior towards one
another. During lab
work the respect for
the potentially harmful
nature of materials is
made clear to the
students as is a zero
tolerance approach for
any unsafe behavior.
4/3/22

Science class provides

many opportunities for
students to show their
accuracy with their work.
When conducting an
experiment to calculate
density I realized that
many students would
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
only record length
measurements to the
nearest centimeter and
would ignore the
millimeters. When I
discussed this with them
I discovered that they
were still struggling with
measuring as some of
them had not practiced
this skill for 18 months.
BEing able to provide a
measuring experiment
and having students
improve their accuracy
helped them to
understand the
importance of precision
in experimentation.
Problem solving is also
visible as students
collaborate to work
together on experimental
design issues and how to
figure out ways to get
their experiment
completed.
10/16/21

Following group projects

students are required to
fill out an appraisal
document for their
partner which remains
confidential. They are
able to rate their
partner(s) on being
accessible, contributing
ideas, completing their
fair share of the work and
being attentive to
deadlines.
4/3/22
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
9/20/20 builds on student integrates school
5/3/21 strengths. standards and culturally
Seeks to promote positive 10/16/21 4/3/22 relevant norms.
Responds to disruptive behaviors and responds
behavior. to disruptive behavior. Promotes positive Promotes positive
Employing
9/20/20 Provides positive behaviors and behaviors and establishes
classroom routines,
behavior supports. consistently prevents or preventions and a
procedures, norms,
Responds appropriately refocuses behaviors positive classroom
and supports for
to behaviors in ways that disruptive to the learning climate that eliminate
positive behavior to
lessen disruptions to the climate. most disruptive behavior.
ensure a climate in
learning climate. 4/3/22
which all students
Students participate in
can learn
Students are aware of routines, procedures, and
procedures, routines, and Students receive norms and receive
classroom norms. correction for behavior reinforcement for Students are involved in Students share
that interferes with positive behaviors. assessment and responsibility with
learning, and positive 5/3/21 monitoring of routines, teacher for managing and
reinforcement in procedures, and norms in maintaining a positive
following routines, Students receive timely ways that improve the classroom climate that
procedures, and norms. and effective feedback learning climate. promotes learning.
9/20/20 and consequences for 4/3/22
behaviors that interfere
with learning.
5/3/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Exemplary behavior and Student input is During morning business If students are engaged
actions that go beyond requested for points to the designation of a and thinking about their
are acknowledged and consider when student coordinator learning then most will
used as examples. undertaking group work ensures that students are not have time to
Students are praised for and expected behavior in responsible for misbehave. I am able to
helpful actions and the classroom. completing those tasks steer any unfocused
comments. 9/20/20 necessary at the students back on track
9/20/20 beginning of the day. By and their classmates will
In the middle school utilizing the facilitator often direct them back to
classroom students are role I can delegate the their work too as they do
aware of expectations. I morning routine over to not like the disruption. A
am increasing my students. Similarly at the chatty 8th grader is often
positive feedback by end of the day students asked to stay on topic by
congratulating students have particular roles to his peers as they wish to
who are focused and ensure we leave our learn without
working hard while classroom clean, secure interruptions.
encouraging those who and today. 4/3/22
seem unfocused by 10/16/21
Evidence setting short term goals
for them to complete a Students instruction
part of their work by the includes specific
end of class. directions on respect for
5/3/21 one another and
expectations in the
A high standard of classroom. Differences
student behavior is between students are not
expected with the ignored but
classroom. Engaging in acknowledged and
norms such as respectful embraced. Students are
listening and refrain from complimented on their
interrupting fellow participation and not
students are observed. effectiveness of answers
10/21/16 in order to help building
confidence in sharing in
group settings.
4/3/22

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Using instructional
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
time to optimize
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
learning
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and understanding, students in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
transitions to optimize
learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
9/20/20
completion of learning
activities and closure.
9/20/20
5/3/21
Students participate in
and complete a variety of
learning activities in the
time allotted with
options for extension and
review.
5/3/21
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction
10/16/21.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection,
self-assessment, and goal
setting.
4/3/22

Time for tasks may
include extended
homework times. Study
hall time is available for
students to complete
work and ask for help as
required.
9/20/20
Evidence
I am developing skills
related to anticipating
how long activities will
take in class. Student
work time is wrapped
into lesson time with a
few minutes wrap up
time. This closure time
allows question time,
restating learning
objective, recap
expectations for
homework / finished
classwork and allow time
for students to complete
planners.
9/20/20
I continue to increase my
ability to determine how
long it will take to
complete my lesson plan.
Closing the lesson allows
time for questions,
recording homework in
student planners and
perhaps a verbal exit
ticket as they leave class.
5/3/21
As I develop lesson plans
my skills at time
management are
developing and I am also
helping students develop
their time management
abilities too. When
students seem off task I
discuss with them how
they will use the
remaining time in the
period to complete the
assigned tasks.
A definite closing to the
lesson and perhaps
inclusion of material for
homework as a
foundation for the next
lesson helps establish
continuity in the
classroom. A recent
lesson with stations
allowed time for me to
cruise the room and
check in with students’
progress and
understanding.
10/16/21
I am able to accurately
predict how long each
activity will take and
therefore plan lessons in
appropriate chunks of
content. I will vary the
strategies from lesson to
lesson to maintain
student engagement.
This semester I am
incorporating student
self assessment sheets so
they can be actively
involved in reflecting on
their learning in an
additional way than
assessments.
Student-led conferences
are a great way for
students to reflect on
their goals and
achievements every
trimester.
4/3/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students have time in
class to ask for
clarification and get help
with any unclear areas
when working
independently on content
and assignments.
5/3/21