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 respect- Reinforces positive, re- Develops shared responsi- Facilitates student self- re-
expectations for fair and ful behavior. Demon- sponsible, and respectful bility with students for re- flection and ongoing im-
respectful behavior to sup- strates commitment to student interactions. As- solving conflict and creat- provement of the caring
port social development. fairness and respect in sists students to resolve ing and maintaining a car- community based on re-
communications with conflicts. ing classroom commu- spect, fairness, and the
students about language Incorporates cultural nity.   value of all members.
and behavior. awareness to develop a Supports students in tak-
Promoting social Seeks to understand cul- positive classroom cli- ing leadership in develop-
Development and re- tural perceptions of car- mate. ing a caring community
sponsibility within a Some students share in re- ing community. that is responsive to the Students take leadership in
caring community sponsibility for the class- Students demonstrate ef- diverse cultural norms of resolving conflict and cre-
where each student is room community. Students participate in forts to be positive, accept- identities of all students. ating a fair and respectful
treated fairly and re- occasional community ing, and respectful of dif- classroom community
spectfully building activities, de- ferences. Students take responsibil- where student’s home cul-
signed to promote car- ity resolving conflicts and ture is included and valued.
ing, fairness, and re- maintaining a caring class- Students communicate
spect. room community. Stu- with empathy and under-
dents promote respect and standing in interactions
appreciation for differ- with one another.
ences.

Evidence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 vir-
tual learning environ-
ments that support stu-
dent learning.
Is aware that structured
interaction between stu-
dents can support learn-
Creating physical or ing.
virtual learning en-
vironments that pro-
mote student learn-
ing, reflect diversity,
and encourage con-
structive and pro- Some students use avail-
ductive interactions able resources in learning
among students environments during in-
struction.
Evidence
Exploring
Experiments with and/or
virtual learning environ-
ments that support stu-
dent learning.
Structures for interaction
are taught in single
lessons or sequence of
lessons to support student
learning.
Students use resources
provided in learning envi-
ronments and interact
with each other to under-
stand and complete learn-
ing tasks in single lessons
or sequence of lessons.
Applying
Develops physical envi-
ronments that reflect stu-
dent diversity and provide
a range of resources for
learning.
Utilizes a variety of struc-
tures for interaction dur-
ing learning activities that
ensures a focus on and
completion of learning
tasks.
Students use a variety of
resources in learning envi-
ronments and interact in
ways that deepen their un-
derstanding of the content
and develop constructive
social and academic inter-
actions.
Integrating
Maintains physical envi-
ronments that reflect stu-
dent diversity and pro-
vides a broad range of re-
sources, displays, and arti-
facts that are current and
integral to instruction.
Integrates a variety of
structures for interaction
that engage students con-
structively and produc-
tively in learning.
Students routinely use a
range of resources in
learning environments
that relate to and enhance
instruction and reflect
their diversity.
Students share in monitor-
ing and assessment of in-
teractions to improve ef-
fectiveness and develop a
positive culture for learn-
ing.
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide
range of resources that en-
gage students in learning.
Ensures that environ-
ments enhance learning
and reflect diversity
within and beyond the
classroom.
Selects from a repertoire
of structures for interac-
tion to ensure accelerated
learning for the full range
of students.
Students participate in
monitoring and changing
the design of learning en-
vironments and structures
for interactions.
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 stu- Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, intellec- dents to take risks and of- the students for the estab-
are required by the site, materials, student interac- tual, and emotional safety fer respectful opinions lishment and maintenance
district, and state. tions, and the organiza- using multiple strategies about divergent view- of a safe physical, intellec-
Responds to behaviors tion of the learning envi- that include examining bi- points. tual, and emotional envi-
that impact student safety ronments. ases in the learning envi- ronment focused on high
as they arise. ronment and curriculum. quality and rigorous
learning.
Models and provides in- Engages in reflection on
Establishing and
Explores strategies to es- struction on skills that de- their own language and
maintaining learning
tablish intellectual and velop resiliency and sup- behavior that contributes
environments that
emotional safety in the port intellectual and emo- to intellectual and emo-
are physically, intel-
classroom. tional safety. tional safety in the class-
lectually, and emo-
room.
tionally safe
Students demonstrate re-
Students are aware of re- Students take risks, offer siliency in perseverance
quired safety procedures Students follow teacher opinions, and share alter- Students develop and for academic achievement.
and the school and class- guidance regarding poten- native perspectives practice resiliency skills Students maintain intel-
room rational for main- tial safety issues for self or and strategies to strive for lectual and emotional
taining safety. others. academic achievement, safety for themselves and
and establish intellectual others in the classroom.
and emotional safety in
the classroom.

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

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous learn- Integrates rigor through- Facilitates a rigorous
learning environment on learning environment that ing environment that in- out the learning environ- learning environment in
accuracy of answers and includes accuracy, under- cludes accuracy, analysis, ment that values accuracy, which students take lead-
completion of learning standing, and the impor- problem solving, and ap- analysis, and critical read- ership in learning.
tasks. tance of meeting targeted propriate levels of chal- ing, writing and thinking. Fosters extended studies,
Is aware of the impor- learning goals. lenge. Integrates strategic scaf- research, analysis and
tance of maintaining high Works to maintain high Holds high expectations folds and technologies purposeful use of learn-
expectations for students. expectations for students for students. Has an un- throughout instruction ing.
Creating a rigorous while becoming aware of derstanding of achieve- that support the full range Supports students to uti-
learning environ- achievement patterns for ment patterns, and uses of learners in meeting lize an extensive reper-
ment with high ex- individuals and groups of scaffolds to address high expectations for toire of differentiated
pectations and appro- students. achievement gaps. achievement. strategies to meet high ex-
priate support for all pectations.
students Some students ask for Students engage in a vari- Students actively use sup-
teacher support to under- Some individuals and ety of differentiated sup- ports and challenges to Students take responsibil-
stand or complete learn- groups of students work ports and challenges in complete critical reading, ity to fully utilize teacher
ing tasks. with the teacher to sup- ways that promote their writing, higher order and peer support, to
port accuracy and com- accuracy, analysis, and thinking, and problem achieve consistently high
prehension in their learn- problem solving in learn- solving across subject levels of factual and ana-
ing. ing. matter. lytical learning.

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

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable ex- Facilitates a positive envi-
rules, and consequences with some student in- including culturally re- pectations, positive sup- ronment using systems
for individual and group volvement. Communi- sponsive instruction to ports, and consequences that ensure students take
behavior. cates, models and explains develop and maintain high for individual and group an active role in monitor-
expectations for individ- standards for individual behavior within and ing and maintaining high
ual and group behavior. and group behavior. across learning activities. standards for individual
and group behaviors.
Developing, commu- Reviews standards for be- Utilizes routine references Guides and supports stu-
nicating, and main- Refers to standards for havior with students in to standards for behavior dents to self-assess, moni-
taining behavior and applies con- single lessons or sequence prior and during individ- tor, and set goals for indi-
high standards for in- sequences as needed. of lessons in anticipation ual and group work. vidual and group behavior
dividual and group of need for reinforcement. and participation.
behavior
Students know expecta- Students follow behavior Students respond to indi-
tions for behavior and expectations, accept con- vidual and group behav- Students demonstrate
Students are aware of consequences and re- sequences and increase iors and encourage and positive behavior, consis-
classroom rules and con- spond to guidance in fol- positive behaviors. support each other to tent participation and are
sequences. lowing them. make improvements. valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Evidence

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures, Develops routines, proce- Maintains regular use of Engages students in moni- Facilitates student partici-
routines or norms for sin- dures, and norms in single routines and procedures toring and reflecting on pating in developing,
gle lessons to support stu- lessons or sequence of that are culturally respon- routines, procedures, and monitoring, and adjusting
dent learning. lessons with some student sive and engage students norms in ways that are routines and procedures
involvement. in the development and culturally responsive. focuses on maximizing
monitoring of norms. Maintains a quality learn- learning.
ing climate that builds on Classroom climate inte-
student strengths. grates school standards
Seeks to promote positive Provides positive behav- and culturally relevant
behaviors and responds to ior supports. Promotes positive behav- norms.
Employing classroom Responds to disruptive disruptive behavior. Responds appropriately iors and consistently pre-
routines, procedures, behavior. to behaviors in ways that vents or refocuses behav- Promotes positive behav-
norms, and supports lessen disruptions to the iors disruptive to the iors and establishes pre-
for positive behavior learning climate. learning climate. ventions and a positive
to ensure a climate in Students participate in classroom climate that
which all students routines, procedures, and eliminate most disruptive
can learn norms and receive rein- behavior.
forcement for positive be-
Students receive correc- haviors. Students are involved in
Students are aware of pro- tion for behavior that in- assessment and monitor-
cedures, routines, and terferes with learning, and Students receive timely ing of routines, proce- Students share responsi-
classroom norms. positive reinforcement in and effective feedback and dures, and norms in ways bility with teacher for
following routines, proce- consequences for behav- that improve the learning managing and maintain-
dures, and norms. iors that interfere with climate. ing a positive classroom
learning. climate that promotes
learning.

Evidence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and class-
room management impact
pacing and lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
Evidence
Exploring Applying Integrating Innovating
Paces instruction with Paces instruction with Paces instruction to in- Paces, adjusts, and fluidly
some consideration of les- students to provide ade- clude ongoing assessment facilitates instruction and
son type, adjustments for quate time for instruction, of student learning. Sup- daily activities.
sufficient student work checking for understand- ports students in the mon-
time and transitions to ing, completion of learn- itoring of instructional
optimize learning. ing activities and closure. time.
Students participate in Students use their instruc-
Students complete learn- and complete a variety of tional time to engage in Students monitor their
ing activities and, as learning activities in the and complete learning ac- own time, are engaged in
needed, may receive some time allotted with options tivities and are prepared accomplishing learning
adjustments of time allot- for extension and review. for the next sequence of goals, and participate in
ted for tasks or expecta- instruction. reflection, self-assess-
tions for completion. ment, and goal setting.