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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness and student interactions. Assists for resolving conflict and improvement of the caring
support social respect in communications students to resolve creating and maintaining a community based on
development. with students about conflicts. caring classroom respect, fairness, and the
language and behavior. Incorporates cultural community. value of all members.
Promoting social Seeks to understand awareness to develop a Supports students in taking
Development and cultural perceptions of positive classroom climate. leadership in developing a
responsibility within a caring community. caring community that is
caring community Students demonstrate responsive to the diverse Students take leadership in
where each student is Some students share in Students participate in efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and responsibility for the occasional community accepting, and respectful of of all students. 7/16/21 creating a fair and
respectfully classroom community. building activities, differences. 7/16/21 respectful classroom
designed to promote Students take responsibility community where student’s
caring, fairness, and resolving conflicts and home culture is included
respect. maintaining a caring and valued. Students
classroom community. communicate with empathy
Students promote respect and understanding in
and appreciation for interactions with one
differences. another.

From Day 1, I preach I try to teach my students

kindness and love in my
classroom. Students know,
based on modeling, class
norms, and discussions,
that disrespect and being
unkind is not allowed.
7/16/21
Evidence
responsibility by assigning
class jobs each week. This
also helps them to develop
leadership skills. They
know that our classroom
cannot run smoothly
without them and it helps
them to feel empowered.
As for conflict resolution, I
love to pose these
questions during morning
meeting and open the floor
for students to share their
thoughts. 7/16/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance
of the physical and/or
virtual learning
environments that support
student learning.
Is aware that structured
interaction between
students can support
Creating physical or
learning.
virtual learning
environments that
promote student
learning, reflect
diversity, and
encourage
Some students use available
constructive and
resources in learning
productive
environments during
interactions among
instruction.
students
Evidence
Exploring
Experiments with and/or
virtual learning
environments that support
student learning.
Structures for interaction
are taught in single lessons
or sequence of lessons to
support student learning.
Students use resources
provided in learning
environments and interact
with each other to
understand and complete
learning tasks in single
lessons or sequence of
lessons.
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
7/16/21
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks. 7/16/21
Students use a variety of
resources in learning
environments and interact
in ways that deepen their
understanding of the
content and develop
constructive social and
academic interactions.
7/16/21
The environment of a
classroom is so important.
My room has a “space
theme” and I have different
posters that encourage
students to always try their
best and never give up. I
also culturally responsive
books for students to read
so everyone feels
represented in our room.
Desks are usually
structured in groups, I try to
have students work with a
group or partner often.
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
integral to instruction. enhance learning and
4/9/22 reflect diversity within and
beyond the classroom.
Integrates a variety of
structures for interaction Selects from a repertoire of
that engage students structures for interaction to
constructively and ensure accelerated learning
productively in learning. for the full range of
4/9/22 students.
Students participate in
Students routinely use a monitoring and changing
range of resources in the design of learning
learning environments that environments and
relate to and enhance structures for interactions.
instruction and reflect their
diversity. 4/9/22
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for
learning. 4/9/22
The past few months
we have added in
lessons on character
trait development. We
have a new character
trait we study each
month (April’s trait is
perseverance) and I
have posters, choice
board activities, and
other worksheets
related to helping
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
7/16/21 students discuss and
reflect on how they are
When students aren’t
working in a group (or
exercising this
learning is virtual,) students character trait. Our
use different apps (i.e., academics are much
Flipgrid) to interact with more productive when
their classmates and present students are exercising
their ideas on a subject.
7/16/21
the character traits we
have learned about.
Students also “share in
monitoring and
assessing intera”tions"
as they give “shout-
outs” to students they
see exemplifying this
trait well.
I have also shared this
with my PLC and they
are implementing a
“Character Trait of the
Month” as well. We
have seen some great
changes! 4/9/22
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include 10/24/21 physical, intellectual, and
impact student safety as environments. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 7/16/21 rigorous learning.
Establishing and Engages in reflection on
maintaining learning Explores strategies to Models and provides their own language and
environments that are establish intellectual and instruction on skills that behavior that contributes to
physically, emotional safety in the develop resiliency and intellectual and emotional
intellectually, and classroom. support intellectual and safety in the classroom.
emotionally safe emotional safety. 7/16/21 10/24/21
Students demonstrate
Students are aware of resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer Students develop and for academic achievement.
and the school and guidance regarding opinions, and share practice resiliency skills Students maintain
classroom rational for potential safety issues for alternative perspectives and strategies to strive for intellectual and emotional
maintaining safety. self or others. 7/16/21 academic achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 10/24/21
Other than modeling, one I noticed an uptick in
of my favorite ways to behaviors due to the recent
teach physical, intellectual, return to school that these
and emotional safety is students had (have been
through books. We use learning online for the past
KWL charts to discuss year due to the pandemic.)
what we know, and how After reflecting on my
what we know/don’t know current practices during
may affect our morning meeting, I realized
understanding or bias in the that these students needed
Evidence situation. 7/16/21 more. Therefore, my
partner teacher and I
During morning meeting, researched different lessons
we discuss positive on character traits and how
character traits. I try to we could better incorporate
model (and ask the students these traits and a greater
to model) how these might sense of emotional
look. 7/16/21 safety into our classroom.
We purchased
One of the biggest mottos these character trait posters
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in my class is “Learners and activities from a seller
make mistakes.” I on Teachers Pay
encourage the students to Teachers and have been
take risks, to answer a thrilled with the results.
question they are unsure 10/24/21
about, and to be brave. This
builds their self-esteem.
7/16/21

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning
tasks.
Is aware of the importance
of maintaining high
Creating a rigorous expectations for students.
learning environment
with high expectations
and appropriate
support for all
students
Some students ask for
teacher support to
understand or complete
learning tasks.
Evidence
Element 2.5 Emerging
Developing, Establishes expectations,
communicating, and rules, and consequences for
maintaining individual and group
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students. 7/16/21
Some individuals and
groups of students work
with the teacher to support
accuracy and
comprehension in their
learning.
I develop small groups for
students to work in for
math and reading. These
groups are differentiated
based on student needs, and
are created using STAR
data, grades, and formative
assessments. Regardless of
the group that the student is
in, all of my groups have a
goal (a star and a step for
the day) and high
expectations are
maintained. 7/16/21
Exploring
Develops expectations with
some student involvement.
Communicates, models and
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps.
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
learning. 7/16/21
Students work in small
groups and rotate between
centers: working with the
teacher, working with a
partner, and working on
their own. They are
grouped based on a variety
of data. Working through
these groups and not
always having the teacher
right next to them teaches
them to problem solve.
7/16/21
Applying
Uses multiple strategies
including culturally
responsive instruction to
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Integrating
Integrates equitable
expectations, positive
supports, and consequences
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.
Innovating
Facilitates a positive
environment using systems
that ensure students take an
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
high standards for behavior. explains expectations for
individual and group individual and group
behavior behavior.
Reviews standards for
Refers to standards for behavior with students in
behavior and applies single lessons or sequence
consequences as needed. of lessons in anticipation of
need for reinforcement.
Students know
expectations for behavior
Students are aware of and consequences and
classroom rules and respond to guidance in
consequences. following them.
Evidence
develop and maintain high
standards for individual
and group behavior.
7/16/21
Utilizes routine references
to standards for behavior
prior and during individual
and group work. 7/16/21
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 7/16/21
I try to maintain a
constructivist classroom,
and students help me to
develop our “class norms.”
They then sign this
document, holding
themselves to this standard
that they played a part in
creating. If students cannot
follow these norms, they
lose a tally (likewise, they
are given a tally for
positive behavior. These
are redeemed for a prize.)
If negative behavior
persists, parents/counselors
will be contacted. 7/16/21
I routinely reference our
voice level chart “I need
you on Level 2” and will
have students repeat back
to me what their
behavior/voice level should
be for those next 15
minutes. They are never
confused about what their
behavior should be like.
7/16/21
for individual and group active role in monitoring
behavior within and across and maintaining high
learning activities. 4/9/22 standards for individual
and group behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
4/9/22
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation and
and support each other to are valued for their unique
make improvements. identities.
4/9/22
Facing various
classroom
management issues
that have been
impacting our lessons,
critical thinking,
technology use, and
more, I began to
research new
management strategies
I could implement in
my classroom. I also
talked with my PLC
members and my
partner teacher was
able to give me some
suggestions that were
working in her
classroom. I used a
seller on TPT that
crafts Management
Bingo Boards that are
themed and have a
goal. For example, our
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
current bingo board in
After the first month of March Madness
consistently reviewing
norms and reminding
themed, we are
students that they signed working on our
our agreement, most transitions, and if
students are able to be students can get a
successful. They enjoy bingo, they will earn a
getting tallies and having
the opportunity to redeem
day off of homework!
them at the end of the They have been much
week. The kids enjoy more motivated to
celebrating each success. transition quietly and I
7/16/21 am proud of the work
that I did in
implementing these
new expectations for
my classroom. 4/9/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for single procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
norms, and supports lessons to support student single lessons or sequence that are culturally
for positive behavior learning. of lessons with some responsive and engage
to ensure a climate in student involvement. students in the
which all students can development and
learn monitoring of norms.
7/16/21
Seeks to promote positive
behaviors and responds to
Responds to disruptive disruptive behavior. Provides positive behavior
behavior. supports.
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
Students receive correction norms and receive
Students are aware of for behavior that interferes reinforcement for positive
procedures, routines, and with learning, and positive behaviors. 7/16/21
classroom norms. reinforcement in following
routines, procedures, and Students receive timely and
norms. effective feedback and
consequences for behaviors
that interfere with learning.
7/16/21
Routines and procedures
are reviewed quite
consistently for the first
month of school. Examples
include: class signals on
using the bathroom/getting
a drink, where to turn in
work, what their voice
level is, etc. Parents are
also presented with these
Evidence procedures during Back-to-
School Night. 7/16/21
I am always looking for
positive behavior over
negative behavior.
Commenting on a student
who is doing well (giving
them a tally), will often
redirect the misbehaving
on routines, procedures, monitoring, and adjusting
and norms in ways that are routines and procedures
culturally responsive. focuses on maximizing
Maintains a quality learning.
learning climate that builds Classroom climate
on student strengths. integrates school standards
10/24/21 and culturally relevant
norms.
Promotes positive
behaviors and consistently Promotes positive
prevents or refocuses behaviors and establishes
behaviors disruptive to the preventions and a positive
learning climate. 10/24/21 classroom climate that
eliminate most disruptive
behavior.
Students are involved in
assessment and monitoring Students share
of routines, procedures, and responsibility with teacher
norms in ways that for managing and
improve the learning maintaining a positive
climate. 10/24/21 classroom climate that
promotes learning.
I noticed the need for
another management
system in addition to
individual tally sheets. As a
class, we reflected on what
was going well in our
classroom as well as what
we could improve on. As a
result, we incorporated
FUN FRIDAYS. If the
entire class is on task, I will
write a letter on the
whiteboard. The goal is to
spell out FUN FRIDAY by
the end of the week. If
students can earn and
maintain all nine letters, we
will play a game or have
extra iPad time before
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
student. I also try to
regularly contact parents
via Edmodo or a note home
with praise – this positive
approach tends to curb
negative behavior. 7/16/21
dismissal on Friday. This
motivates the class as a
whole to be on task
because they enjoy
participating in a FUN
FRIDAY activity. 10/24/21

If a student continues to be
disruptive and tallies have
been taken away, I will ask
them to sit in the “Cool
Down Corner.” This gives
them time to think about
their behavior. If I
welcome them back and
the behavior persists, they
will fill out a note to take
home about the norm they
are breaking, and their plan
to do better tomorrow.
Behavior is addressed the
day of. 7/16/21

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 lessons.
Using instructional
time to optimize
Some students complete
learning
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
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 7/16/21
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
7/16/21
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
10/24/21
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 10/24/21
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 4/9/22
Students monitor their own
time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. 4/9/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I always try to plan my
lessons with students in
mind. I tend to follow the
Guided Instruction model
of “I do, We do, You do.”
This gives adequate time
for me to deliver the
lesson, for me to check for
understanding, and for me
to walk around and redirect
students as needed. I
always end with a
formative assessment so I
know how to start the
lesson the next day. If a
Evidence student finishes early, they
check the “I’m Done, Now
What?” list. 7/16/21
Most students complete the
lesson on time if they are
on task. Those that need
extra time are given it to
the best of my ability.
Those that finish early are
given an app or skill to
challenge themselves on.
7/16/21
Rather than do a standard
exit ticket on a sticky note,
I opted to use a great
technological
resource, Kahoot, for my
student's exit ticket in order
to assess their
understanding of abstract
nouns. Rather than play as
a whole class, I assigned
students the Kahoot to
complete on their own.
This minimized the
distractions that some
students have in playing
with a group and really
allowed me to assess their
understanding during
instructional time. Based
on these results, I knew
students had mastered
abstract nouns and were
prepared to move on to our
next ELA
concept. 10/24/21
After teaching the
whole group portion of
my lesson, I have been
using Google slides to
guide students through
the We do/You do
portions of our
lessons. They have
been working great
because it keeps the
pace of the lesson
consistent. Students
are also able to see the
slides and when they
are working in
partners or by
themselves, they can
use the slide to
determine what their
next steps are. Finally,
each slide has a timer,
so students are able to
monitor how much
time they have left to
accomplish their tasks.
4/9/22