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 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.
differences.
Evidence I always try to The return of in person
reinforce ideas of instruction has allowed
for more conflict and
respect and empathy resolution as a result.
in my teaching and Student conflicts have
my classroom been more present than
expectations. I also online, but many of our
try to acknowledge students are receptive to
the norms we have
students when they adopted as a school and
respond with in the classroom. I can
positive think of handful of
reinforcement and examples where students
calling their name have been disrespectful
to each other or myself
(“Good response before realizing they
Freddy”). I also should apologize and
acknowledge maintain our norms. (12-
multiple perspectives 05-2021)
when we discuss
This one has been a little
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
controversial topics. harder to assess this
semester. Behavioral
issues between students
I always and staff have been
acknowledge when I minimal (in my class)
may not fully compared to the previous
understand cultural one. However, I am not
norms of a society or comfortable assessing
this as innovating
group a student because I still need to
mentions. I need to grow in instructing
improve charting students how respect and
classroom jobs to appreciate each others
build responsibilities differences in a respectful
way (5-1-22).
as a class. (9-24-20)

I need to focus on
creating
opportunities for
student leadership in
my classroom.
Students still tend to
argue and fiercely
debate topics in class
that I would not
deem helpful. I
believe I need to
make this a major
emphasis going
forward (5-01-21)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student 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. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use 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
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Creating a virtual Returning to in
learning environment person instruction
that provides has allowed me to
students to learn, find creative methods
discuss and reflect of student interaction
alongside their peers. through my own
As well, I always practices as well as
provide visual monitoring how
resources to scaffold other teachers
instruction to all my approach interaction.
students. I always I encourage peer
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
include various review, table
resources to discussions, group
demonstrate bias v.s. work, and class
non-bias in how it discussions to help
can influence a students share ideas
resource. (9-24-20) and develop a class
culture (12-05-2021).
I believe that this
area of emphasis has I think I still need to
really struggled due adjust my classroom
to the learning from space to encourage
home aspect of the student led
class. I need to find discussions. I find
new and creative that students tend to
ways to promote move away from each
student interaction other when given the
outside of putting option to sit where
them in breakout they want. I think this
rooms or having is a reflection on the
them work on an community building
assignment together. in some classes
However, I do feel (good) compared to
that the resources I others (weak). I think
provide help scaffold fixing this culture
lessons for students. would require a
(5-01-21) larger emphasize on
student led
interactions (5-1-22).
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 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
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
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Evidence I always anticipate This semester has
student reactions offered plenty of
when teaching any opportunities to
sensitive subject respond to students
matter. I may not in an encouraging
always be prepared and thoughtful way. I
for everything, so I find it much easier to
seek feedback from compliment and
others before encourage students
addressing a topic. I who respond to
encourage my questions incorrectly.
students to be I also have found that
respectful to each my students were
other when they well behaved in
disagree. My motto I debates and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
share with them is disagreements than
“Being louder does last year. I think the
not make you more fact that I was able to
right”. This has emphasize this a lot
worked for me in more because I was
deescalating issues. I more prepared this
also encourage all year. (12-05-2021).
students to be
involved, however I I stand by the
do not feel that all my assessment I made
students offer the the previous
same support to each semester, however I
other. (9-24-20) can’t elevate this to
innovating because
I feel that I have some of my students
continued to reflect still struggle with
on my own responses perseverance with
in class and how my their academic
words affect performance. I find
students. While not that a number of
perfect, I do feel that students accept the
I have done a good results of poor
job in reflecting on performances despite
how to approach opportunities to
encouraging students retake assessments.
without saying Many students
something is easy, procrastinate until
considering some the end of the
students may find it semester.
challenging, and thus Fortunately, they still
my words contribute to an
unintentionally emotionally and
demeaning. I will intellectually
continue to work on supportive classroom
this. (5-1-22).

I also believe that I

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
need to emphasize on
teaching my students
to respect the
opinions of others
that they disagree
with. (05-01-21).

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
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence I believe that I I believe that I have I task students with
provide rigorous continued to provide understanding the
expectations for my rigorous expectations learning goals to
students, while while being flexible evaluate their
helping them manage for students in their understanding of
long term learning timeframe. I each lesson. Students
assignments with do believe that I have are also tasked with
due dates that push improved in my reflecting as a class
them without approach to why topics like the
overwhelming them. emphasizing ELs and Armenian Genocide
SPED students in are not discussed.
I do think that I could ways that benefit the This allows students
improve in how I class. This was one of to provide their
include all students my biggest concerns insight and
in supporting last semester (05-01- perspective on topics
comprehension and 21) they feel comfortable
accuracy. I feel like discussing. This is
lately I have been The students engage also an example of
emphasizing my time in review of their This allows them to
on English learners work that encourages share their
and SPED students to review, but I still feel knowledge of
the detriment of the that I should design Armenian culture
rest of the class. (9-24- more lessons to (through local
20) include self-assessing neighborhood
work before interactions) and
submitting it. I take a larger role in
include checklists but educating others.
feel that students do positive interactions
not take advantage of and addressing
it. (12-05-2021) negative issues such
as stereotypes and
cultural clashes.
Supports such as
rewriting learning
goals, sentence
frames, and
scaffolding helps
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
promote this type of
critical thinking (5-1-
22).

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
reinforcement. participation.

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

I believe that I can do I can thank my POP I continue to make

a better job of Cycle for this students aware of
implementing semester for standards and
various class encouraging me to learning goals to
activities outside of ensure that students ensure they
the norm. I rely too are aware of understand
often on projects and standards and the expectations set for
Evidence
debates. I should expectations from a them. I also
encourage students content and behavior encourage them to
to build a stronger standpoint. I can set their own
and safer remind students of learning expectations
environment in behavior through rewriting
various methods that expectations and them in their own
encourage they will comply to words. These
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
cooperation when group work and individual goals have
discussing content or individual settings. been a guiding step
just being involved in (12-05-2021) for self-assessing
the classroom. learning. Students
seem to encourage
I always set and support each
expectations prior to other in learning. No
group work to keep one calls anybody out
students on task. for mistakes, and
Behavior issues are they often aid when
often predictable, so I they see a peer facing
pre-arrange groups a challenge. Student
to avoid major issues. participation has still
I would also like to been hit or miss
improve how often I depending on the
offer students the class environment.
opportunity to set Different periods are
expectations. (9-24-20) active than others.
(5-1-22).
I believe that I have
continued to do a
good job of
reminding students
of expectations and
what is appropriate
behavior in class and
group work. I think
that biggest area of
emphasis holding
back this rating is
clear evidence that
students are
accepting of
accountability for
ALL students. Most
students do accept
the consequences
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and learn from
mistakes. However,
there several
students that will not
participate in the
current distance
learning
environment, making
difficult to measure
whether they have
learned from their
mistakes. (05-01-21).

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
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. learning climate. promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence My students have a I have been able to
clear understanding encourage classroom
of norms and norms and behaviors
expectations during ranging from how
instruction and students enter the
collaboration periods classroom, respond
of the lesson. to each other/share
Students mute their ideas, and turn in
mics when work. I also have a
instruction occurs list of expectations
but are involved in on the wall that we
the chat when they developed together
have a question. I for teacher and
also remind them students to maintain
when they can use and can call me out
their mics. It is a little on my actions (12-
hard to judge this 05-2021).
category at the
moment because of I have been able to
the lack of face to encourage students
face interaction to abide by the norms
currently. (9-24-20) listed above. I also
adopted new norms
The biggest areas I of taking out
need to emphasize Chromebook and
for this standard is assignments as class
encouraging student starts and rewarding
led assessment and this behavior. I am
positive behavior still struggling with
expectations. This helping students
has been difficult to adopt norms that
measure in the prevent class
current learning disruption. Students
environment outside have shown a lot of
of chat boxes or class improvement in
discussions. I do still calling out negative
believe that this is an behavior from other
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
area I want to students. (5-1-22).
address going
forward. (05-01-21)

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
Using instructional lessons.
time to optimize
learning Some students complete
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 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.
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
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

I always build in This is an area that I The new schedule we

moments to check for
understanding. I
include breaks for
questions in all my
presentations or
videos to give
students time to
think. Closure is
Evidence something I always
emphasize to have a
connection to the
next lesson.
I always offer a
variety of activities
for my students to
complete. No lesson
believe I have created for this
improved on since semester has allowed
last semester. I adjust for longer periods
the pace of each and more days a
lesson depending on week with my
students for each students. As a result,
class. I know what I have a lot more
pace works for them, flexibility to adjust
while also reminding for the next lesson. I
them to let me know can also reteach
how to adjust my lessons and work on
pace. I always check pacing each lesson.
for understanding Each lesson is
through different designed to build into
ways, such as critical the next. This means
thinking questions, that it is important
reviews, kahoots and that students grasp
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
is 100% the same. I surveys. I am always each lesson before
always offer review looking for new moving on (12-05-
as an option options for helping 2021).
individually, in students review
groups or often as a lessons (05-01-21). I have found a lot
class. more comfort in
adjusting lessons on
I could do a better the fly. When
job of limiting students are
distractions. struggling to
However, some understand a content
topics do bear a I will take the
discussion to a opportunity to
certain point. I never refocus the
let a topic consume discussion to provide
too much of a lesson. clearer examples or
(9-24-20) scaffold learning in
whatever way I feel is
effective. I find that
most students are
able to make use of
instructional time
and free work time to
complete their work.
However, I don’t
think there is enough
self-reflection that
students engage in
(5-1-22).