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,
communicates behavior. Demonstrates responsible, and respectful
expectations for fair and commitment to fairness student interactions.
respectful behavior to and respect in Assists students to resolve
support social communications with conflicts.
development. students about language Incorporates cultural
and behavior. awareness to develop a
Promoting social Seeks to understand positive classroom climate.
Development and cultural perceptions of 9/20/20
responsibility within caring community. 5/2021
a caring community
where each student Some students share in Students participate in Students demonstrate
is treated fairly and responsibility for the occasional community efforts to be positive,
respectfully classroom community. building activities, accepting, and respectful
designed to promote of differences.
caring, fairness, and
respect. 9/20/20
5/2021
I demonstrate kindness
and equity to my students.
I value all student
contributions and thank
them for sharing with the
class. I use name sticks to
allow students the
opportunity to share but
they can pass. They can
also pass during morning
Evidence
meeting question of the
day. I remind students of
how we show appreciate
for one another’s
contributions, we clap,
give thumbs or air
high-fives! I offer
alternatives for materials if
families are unable to
produce them. We also
Develops shared
responsibility with
students for resolving
conflict and creating and
maintaining a caring
classroom community.   value of all members.
Supports students in
taking leadership in
developing a caring
community that is
responsive to the diverse
cultural norms of
identities of all students.
Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences.
10/2021
Working on building a
community that is honest
and respectful. Students
are struggling learning to
engage with peers. SEL is
a big push and we are
using social skill groups,
meditation, morning
meetings, and calming
corners to learn and
reflect on our feelings and
emotions.
10/2021
Facilitates student self-
reflection and ongoing
improvement of the caring
community based on
respect, fairness, and the
4/2022
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
4/2022
Using many SEL strategies
to help students resolve
issues. Developed
classroom standards and
expectations to take
ownership.
Using SEL Lessons to
express concerns or
worries.
4/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
recommended class rules
that would create a safe
and successful classroom
environment.
9/20/20
I am continuing to do
these things with my
students. We share our
expectations for
collaboration and have had
a few mishaps where
students are left out or feel
ignored by others. We are
working on being
proactive in dealing with
these situations.
Students have class jobs
and know what their
responsibilities are and
how to be successful in
doing them.
We encourage different
points of view and enjoy
learning from one another.
5/2021
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 9/20/20 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 5/2021 diversity within and
Creating physical or students can support lessons to support that ensures a focus on 10/2021 beyond the classroom.
virtual learning learning. student learning. and completion of Integrates a variety of
environments that 9/20/20 learning tasks. structures for interaction Selects from a repertoire
promote student that engage students of structures for
learning, reflect 5/2021 constructively and interaction to ensure
diversity, and productively in learning. accelerated learning for
encourage 10/2021 the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or sequence content and develop their diversity. interactions.
of lessons. constructive social and Students share in
9/20/20 academic interactions. monitoring and
5/2021 assessment of
10/2021 interactions to improve
effectiveness and develop
a positive culture for
learning.
I encourage students I have worked really I am working hard to Students have choices
to build on one hard to establish an create an to work in groups or
another’s ideas and online learning environment that is independently. They
we work on environment that is inclusive and take ownership and
cultivating soft skills welcoming and sets encourages make choices to help
Evidence during morning students up for productive themselves be
meeting to build success. I have conversations successful.
connections for all started using more centered on diversity They can move
students to feel anchor charts and that encourage around the classroom
comfortable working. word walls to great respect and to suit their needs
I have created a few success. Student’s appreciation. We are within reason.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
bitmoji classrooms have moved from still using diverse 4/2020
for students to working in groups on resources that
reference for digital social skills to showcase different
math manipulatives successfully people, cultures, and
and our hello from completing academic languages. Now that I
around the world work as well. They am in a physical
slideshow. Because work with partners space, I have spent
we’re a virtual school, and as well in small time shaping a room
I am still working on groups. We share our that is warm and
how to enhance the ideas and respect the represents the
environment to differences. diverse make up my
maximize 5/2021 students and beyond.
engagement.
9/20/20
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 risks Integrates support for Shares responsibility
laws regarding safety addresses safety issues to physical, intellectual, and students to take risks with the students for the
that are required by the regarding materials, emotional safety using multiple and offer respectful establishment and
site, district, and state. student interactions, and strategies that include opinions about divergent maintenance of a safe
Responds to behaviors the organization of the examining biases in the viewpoints. physical, intellectual, and
that impact student learning environments. learning environment and 5/2021 emotional environment
safety as they arise. curriculum. focused on high quality
9/20/20 Engages in reflection on and rigorous learning.
their own language and
Establishing and
Explores strategies to Models and provides behavior that
maintaining
establish intellectual and instruction on skills that contributes to
learning
emotional safety in the develop resiliency and support intellectual and
environments that
classroom. 9/20/20 intellectual and emotional emotional safety in the
are physically,
safety. classroom.
intellectually, and
5/2021 Students demonstrate
emotionally safe
Students are aware of Students take risks, offer resiliency in
required safety opinions, and share alternative Students develop and perseverance for
procedures and the Students follow teacher perspectives practice resiliency skills academic achievement.
school and classroom guidance regarding 9/20/20 and strategies to strive Students maintain
rational for maintaining potential safety issues 5/2021 for academic intellectual and
safety. for self or others. achievement, and emotional safety for
9/20/20 establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
10/2021
About 1/3 of my kids Since we are a virtual We constantly go Students are well
are confident in school, these risks are over expectations at aware of classroom
expressing altered. However, I the start of our day expectations and
themselves and maintain a space that is to help set us up for work to include
speaking up for safe and we as a success. I let everyone. Students
others. classroom community students know id can use our
We have a speak kindly to one advanced what resources to
Evidence self-reflection another. We appreciate materials and decompress or reset
check-in every day. and respect the views and supplies they will if emotions get to
Students assess how opinions of one another. need in class. high.
they are feeling. We use hand signals right Students have 4/2022
However, I would now to show worked on showing
like to teach them agreement/disagreement, how they agree or
ways of dealing with but I am looking to model disagree respectively
those feelings. more verbal options and with their peers. We
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/20
Element 2.4 Emerging
Focuses the rigor of the
learning environment on
Creating a rigorous accuracy of answers and
learning completion of learning
environment with tasks.
high expectations Is aware of the
and appropriate importance of
support for all maintaining high
students expectations for students.
frames to be used during
our class discussions.
9/20/20
Exploring Applying
Strives for a rigorous Develops a rigorous
learning environment learning environment
that includes accuracy, that includes accuracy,
understanding, and the analysis, problem solving,
importance of meeting and appropriate levels of
targeted learning goals. challenge.
Works to maintain high Holds high expectations
expectations for students for students. Has an
while becoming aware of understanding of
achievement patterns for achievement patterns,
individuals and groups of and uses scaffolds to
students. address achievement
use hand signals.
Students are
encouraged and feel
safe contributing to
the learning space.
5/2021
After being online,
my students are
lacking in many SEL
skills. I am utilizing a
calming corner in
my classroom for
students to reset. I
am focusing on
cultivating a
reflection space
where students can
flourish and
recognize their
emotions. We are
working on building
connections with
peers.
10/2021
Integrating Innovating
Integrates rigor Facilitates a rigorous
throughout the learning learning environment in
environment that values which students take
accuracy, analysis, and leadership in learning.
critical reading, writing Fosters extended studies,
and thinking. research, analysis and
Integrates strategic purposeful use of
scaffolds and technologies learning.
throughout instruction Supports students to
that support the full range utilize an extensive
of learners in meeting repertoire of
high expectations for differentiated strategies
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
9/20/20 gaps. 9/20/20 achievement. to meet high expectations.
5/2021
Some students ask for Students actively use Students take
teacher support to Some individuals and supports and challenges responsibility to fully
understand or complete groups of students work Students engage in a to complete critical utilize teacher and peer
learning tasks. with the teacher to variety of differentiated reading, writing, higher support, to achieve
support accuracy and supports and challenges order thinking, and consistently high levels of
comprehension in their in ways that promote problem solving across factual and analytical
learning. their accuracy, analysis, subject matter. 10/2021 learning.
9/20/20 and problem solving in
learning. 4/2022
5/2021
10/2021

Currently, I am I have high Working on

sticking to the expectations for all incorporating
curriculum and not students, and I tell appropriate rigor for
providing a lot them so every day! all students/ Lessons
differentiated 9/20/20 are standards based
support/enrichment. and require students
High expectations can still
Setting up classroom be found at the core of my
to think critically and
routines and classroom. Students work solve problems. Using
expectations has on material that open ended problems
taken a long time. challengeSs them and helps to differentiate.
However, we are gives them opportunities 4/2022
to learn from one another.
starting our small I scaffold lessons with
Evidence groups where I can visuals, examples,
tailor instruction to sentences that stem from
provide support or support students until
enrichment for my they are confident enough
to work independently.
students. 5/2021
9/20/20
Still working on setting
high expectations for all
students. Utilizing
scaffolding like guided
work and then gradual
release of work. But some
students needs more
support so still offering
that to those who need it.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
10/2021

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 5/2021 and group behaviors.
Refers to standards for Reviews standards for Utilizes routine 10/2021
behavior and applies behavior with students in references to standards Guides and supports 4/2022
Developing,
consequences as needed. single lessons or for behavior prior and students to self-assess,
communicating, and
sequence of lessons in during individual and monitor, and set goals for
maintaining
anticipation of need for group work. individual and group
high standards for
reinforcement. 9/20/20 behavior and
individual and group
9/20/20 participation.
behavior
Students are aware of Students know Students follow behavior 5/2021 Students demonstrate
classroom rules and expectations for behavior expectations, accept 10/2021 positive behavior,
consequences. and consequences and consequences and Students respond to consistent participation
respond to guidance in increase positive individual and group and are valued for their
following them. behaviors. 9/20/20 behaviors and encourage unique identities.
5/2021 and support each other to 4/2022
make improvements. We
use a class reward system
to encourage academic
success and social
success.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
We are still We generally follow To the best of our We use a variety of
perfecting the routine the same routine ability, we have classroom
to have all school each day and I adapted zoom with management tools to
supplies ready for consistently ask turn and talk, whole encourage positive
class. Students forget students to remind group, and small behavior which
or lose their me of our group activities. contributes to
whiteboard or expectations to be Students helped learning and growing
magazine and then successful in our create our rules and both academically
miss instruction time lessons. I believe in a expectations for and socially.
locating those items. response approach collaboration. This Students work
9/20/20 for behavior helped students together to earn
concerns – students understand what is individual, table, and
will engage in a important for us all whole class
reflective practice to work together and rewards.4/2022
and conversation to feel appreciated. We
understand why their used a points system
actions. We review to reward positive
rules for breakout social and academic
Evidence rooms before each successes and
session setting up all students earned
students for success. virtual field trips,
dance parties, and
9/20/20 directed draws.
5/2021
I reward the class
with whole incentives
that are based off of
academic and social
actions. We also use
table points and I
give out coupon
rewards for a variety
of good behavior.
Students are engaged
in shouting out when
other students are
successful! We are
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
building a
community.
10/2021

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 9/20/20 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive 10/2021
Employing classroom behavior. to disruptive behavior. Responds appropriately behaviors and 4/2022
routines, procedures, to behaviors in ways that consistently prevents or
norms, and supports lessen disruptions to the refocuses behaviors Promotes positive
for positive behavior learning climate. disruptive to the learning behaviors and establishes
to ensure a climate in Students participate in climate. preventions and a
which all students routines, procedures, and 5/2021 positive classroom
can learn norms and receive climate that eliminate
reinforcement for positive most disruptive behavior.
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior 9/20/20 Students are involved in 10/2021
classroom norms. that interferes with assessment and 4/2022
learning, and positive Students receive timely monitoring of routines, Students share
reinforcement in and effective feedback procedures, and norms in responsibility with
following routines, and consequences for ways that improve the teacher for managing and
procedures, and norms. behaviors that interfere learning climate. maintaining a positive
9/20/20 with learning. 5/2021 classroom climate that
9/20/20 promotes learning.
10/2021
4/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
Using instructional impact pacing and
time to optimize lessons.
learning
Some students complete
learning activities in time
allotted.
We are working on
disruptions during
zoom and
remembering our
routines for asking a
question, going to the
bathroom, and
getting water. They
can raise their hand
to participate. They
type “rr” into the chat
to go to the
bathroom, and I
encourage them to
keep water nearby.
Certain kids forget
one or most of these.
As we add more rigor
to our classroom
routines, we will be
adding and refining
these routines.
9/20/20
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9/20/20
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
We discussed the Rules, expectations
things the teacher are shared and
and students can do reviewed weekly to
to make a classroom remind and help keep
safe and one that students accountable
promotes the success for their success.
for all students. We Students know how
will be setting new to complete routine
whole-group goals tasks and know what
incentives for is expected of them.
awesome behavior We use hand signals
using a marble jar to and have attention
earn pajama day or getters to help
virtual fieldtrip redirect potentially
which they will get to problematic behavior.
vote on. Students are asked to
9/20/20 reflect on behavior
and monitor the
learning environment
to create equitable
success.
5/2021
Applying Integrating
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
5/2021 4/2022
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
I am constantly
looking at what is
working and not
working. I move
students, partner
them, and give them
opportunities to lead
our learning.
Students know
expectations and
work together to
create a safe and
engaging workspace
for all.
10/2021
4/2022
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations for 5/2021 sequence of instruction. self-assessment, and goal
completion. setting.
9/20/20 4/2022
I am still fine tuning Students are given In our current unit
how best to leverage ample time to students are working
our time spent complete work. towards a final Students are
together for optimum Teacher considers research project on responsible for many
instruction. With the how long an animal of their ongoing weekly
start of small groups, assignments and choice. The lessons assignments. They
I hope to provide projects will need are sequenced and have time to
greater and plans provide next steps. complete projects
differentiation for my accordingly. All of the lessons are nad group work
students. Accommodates times built with formative where they monitor
Evidence I adjust our lessons and materials for assessments built in. their time
depending our level students who need 10/2021
of completion and more time or Still learning our
level of adjustments on work curriculum and being
comprehension. to be successful. able to make
9/20/20 5/2021 adjustments
as I better
understand the
demands for each
standard.
4/2022