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 model the expected I definitely feel that this is This is an area I
behavior of the students. becoming a natural part of
When I notice that the who I am as a teacher. I would like to
model appropriate continue growing in.
students could use some
classroom, snack/lunch, and
reinforcement, I model recess time behaviors. For I do my best to
their behavior on the rug instance, I modeled to my
to show them what is encourage students
students on how to clean up
expected. Throughout the their desk area and care for who are active in the
week, we have circle time. their supplies by properly chat pod to answer
This is where each putting the cap on to their
student is allowed to markers and gluesticks, as their peers’
share based on the topic. well as the proper use of questions before I
scissors, etc. I also enjoy
This creates a community chime in to foster a
doing Restorative Circles as
within the classroom, as a class occasionally to
well as teaches the sense of community,
promote a caring and
students to be respectful respectful community in our and many do
while listening to fellow classroom. My recent so.4/2022
classmates. If students do restorative circle, I asked
not follow the expected each student to share their
behavior, they are favorite thing to do with
reminded of what they their family. 3/8/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
should be doing and are
asked to correct it.

9/22/20
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 During some lessons I always direct students to  In my weekly
throughout the day, wall or whiteboard
resources such as our homeroom calls, I
students work in letter wall. When my have started to
small groups either to students are learning to diversify the types of
complete an write cvc words, match
assignment or to uppercase to lowercase, questions and topics
work with or when they are trying to I select. Usually, I
remember a letter sound, would use the call to
manipulatives in I direct them to go look at
stations. This is their the letter wall for help focus on assessing
chance to work with 3/8/21 students’ progress.
and interact with However, I realized
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their classmates to
complete a task or
practice sharing and
respect. These small
groups are slowly
being integrated but
overtime and with
more practice,
students will have
more of these
opportunities.
9/22/20
that students
became more
invested in our
conversations and
even the goals we
set together when I
included
opportunities for us
to get to know each
other and for me to
express that I
genuinely cared
about them as
people too. 4/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence Students have been
addressed with the
safety of using
materials in the
classroom such as
scissors and pencils.
It has been modeled
and discussed several
times as a reminder
for students. I have
created act it out
games to show how
we treat our friends
and people around us
so that we are all
safe. I remind
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic achievement intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I model the use of I have not had as
materials such as pencils,
scissors, markers, and much growth in this
glusticks so that we have CSTP as I would like.
positive interactions I want to incorporate
within our classroom.
More specifically, for more opportunities
example, I model the in my LiveLessons
proper way to hold to encourage
scissors and cut and what
not to do when holding students to take
scissors. 3/8/21 risks and learn how
to responsibly
respond to opinions
they may not agree
with in an
empathetic
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students to keep
hands, feet, and their
whole bodies to
themselves. We sing
songs about keeping
our bodies to
ourselves. Students
are responsible for
their own materials
that they keep in a
bin. There have been
plenty of times for
students to practice
walking to their pins
and pulling out the
correct materials in a
safe manner.
I have had lessons to
enforce intellectual
and emotional safety.
We discuss our
feelings and what to
do when we may feel
upset or frustrated.
These have been
positive
conversations and
have been referred
back to when needed.
For the most part,
most of the students
have followed the
safety instructions.
When students have
not, we have a
manner. Unlike in a
physical classroom
where students are
expected to remain
respectfully silent
when someone else
is speaking and are
only expected to
share when
prompted or given
permission, the chat
pod in Zoom is
always open for
students to
communicate with
one another. That's
why it's important
for me to establish
at the very beginning
of the lesson what
the expectations are
for the chat. In the
linked example, I
attached an image
of a slide I always
include that prompts
students to remind
each other what the
norms are for using
the chat. 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
discussion together
on the side to talk
about how we can do
better next time.

9/22/20

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.

I express through I definitely strive for a I work with my

rigorous learning
each lesson what the environment that includes homeroom students
goal for that lesson is accuracy, understanding, on a weekly basis.
that we are trying to and meeting targeted goals.
For example, something that Call times range
Evidence achieve. Students are I am working on right now
aware that they need from 15 minutes to
with my TK/K class is
to work hard to making sure the students are as long as an hour
writing their numbers and depending on the
complete this goal. I letters the correct way in
remind students to their sentences and number student's needs and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
work efficiently but problems.3/8/21 academic progress.
not to rush because With students are
they will not do as who struggling in
well. I assist the
one or more
tables that need extra
support to reach courses, I meet with
these goals. them for extended
Scaffolding tools are support sessions in
used to help students my LiveLesson room
reach their goals. so I can share my
Students are suring creen and
acknowledged when have more
they complete their
interactive tools
goal such as a stamp
on their paper. available. I am also
responsible for
9/22/20 moving forward with
"progress
monitoring
meetings" with the
student's teachers,
an assistant
principal, and the
Caretaker. Linked is
an example of a call
I had with a student
in which I decided to
move forward with
scheduling a PMM.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
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.

Evidence Students are I always strive to model the

expectations of classroom   I continue to
sometimes asked behavior but literally establish
what the showing them, for example,
norms and
expectations are how to walk into the
before starting a
classroom and go to the rug expectations
the proper way after recess.
lesson such as “What My students know that they at the
are we supposed to will need to finish their work beginning of
during recess if they are
do when we get to messing around doing class each
our table?” This and their work is LiveLesson
allows students to incomplete. They also know
and reinforce
that they may need to clip
think and respond down on our rainbow chart. them when
appropriately for 3/8/21
necessary.
what the
expectations are for Students who
them. Students are do not meet
reminded what the expectations
standards are within are given a
the classroom warning and,
throughout the day if they still do
when needed. not abide by
Students show their
the rules, are
understanding of the
expectations by removed from
following directions the room and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
placed in the
9/22/20 Waiting Room
in Zoom.
 I set goals
with my
homeroom
and English
students in
1:1 calls.
Linked is an
example of a
log entry in
which I
discussed
realistic
SMART goals
that the
student
believed she
would be able
to work
toward.
 Students in
group
LiveLessons
encourage
one another
in the chat
and do a
great job at
motivating
each other to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
stay on topic.

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.

Evidence I always try to get as I develop routines in my

classroom. For example, in the
I don’t think I can
many students first part of the morning, we give myself a score
involved in a lesson always do the same things (of
course with the content material of Innovating for this
as possible. Whether being different). For instance,
element because my
it is them raising we always start the day with

their hand for

calendar time and the Pledge of
Allegiance, the montherena, and
discussion, playing a then reading comprehension.
After RC, we do our morning
game, or completing message and then our morning
an activity together. work. I always correct student
full-time teaching
experience has been
in a virtual setting,
and believe I have a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have many ways to
praise good behavior
through behavior
charts, choosing a
line leader who has
been a good example,
stickers, and verbal
praise. When
students are not
behaving, we have
discussions on what
we can work on,
discussions with
parents, sticker
charts.
9/22/20
behavior and provide a good
lot of room to grow
behavior alternative. 3/8/21
in cultivating a
positive classroom
culture and climate
in a physical space.
However, I do think I
have improved
immensely at
monitoring the chat
pod in Zoom,
especially now that
students have the
ability to chat with
everyone and not
just hosts, and am
careful to ensure
that the
conversation stays
on track and is
appropriate at all
times.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Paces instruction to Paces, adjusts, and fluidly
include ongoing facilitates instruction and
assessment of student daily activities.
learning. Supports
students in the
monitoring of
instructional time.

Some students complete
learning activities in time
allotted.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations for sequence of instruction. assessment, and goal
completion. setting.

Lessons are planned I am routine in my This semester, I

based on the variety classroom, however, I am
flexible as well. For incorporated a new
of student levels in example, my students tool that Zoom
the class. I provide were writing the implemented at the
scaffolding tools for sentence, “I see a red
those who need it apple”. I noticed that a end of 2021, which
and extra activities couple of the students they call “Advanced
were having a hard time Polls.” I now have
for students who may with this, and therefore I
finish early to was able to add more the option to launch
challenge them. time for this topic. mini formative
Students have a 3/8/21 assessments,
folder to put work in including multiple
that they do not
choice quizzes,
finish and will have
time to revisit it later short answer
Evidence to complete their questions, and
work. matching, during the
lesson. Students can
9/22/20 answer in polls
anonymously, which
has led to an
increase in the
number of
responses. Linked is
an example of a
formative
assessment on
dramatic literary
devices.