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. 9/18/22 community that is Students take leadership
a caring community 9/18/22 responsive to the diverse in resolving conflict and
where each student Some students share in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. occasional community accepting, and respectful community where
building activities, of differences. Students take student’s home culture is
designed to promote responsibility resolving included and valued.
caring, fairness, and conflicts and maintaining Students communicate
respect. 9/18/22 a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
Student and teacher co-
created a social contract
at the beginning of the
year that I refer to often. I
reinforce that all students
are to be treated with
respect in the classroom.
There are signs
reinforcing that my
classroom is a safe space
Evidence
where everyone is valued
and respected. 9/18/22

Students participate in
community building
activities for the entire
first five days of the year,
and every time they move
seats. 9/18/22

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 9/18/22 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. that engage students Selects from a repertoire
promote student
9/18/22 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
9/18/22 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students are sat in groups of Mention board, see, big
four to promote interaction classroom, extra screen,
and collaboration. Group lighting
tests, quizzes and activities
are included each Unit.
Students are sat with the
Evidence ability to see the board and
alternate TV screen.
Students use individual
whiteboards daily to solve
problems on their own and
in groups. 9/18/22

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. 9/18/22 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning Explores strategies to
Models and provides behavior that contributes
environments that establish intellectual and
instruction on skills that to intellectual and
are physically, emotional safety in the
develop resiliency and emotional safety in the
intellectually, and classroom. 9/18/22
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate

Students are aware of resiliency in
required safety Students develop and perseverance for
procedures and the Students follow teacher Students take risks, offer practice resiliency skills academic achievement.
school and classroom guidance regarding opinions, and share and strategies to strive Students maintain
rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional
safety. 9/18/22 self or others. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Classroom management I have welcoming posters,
could be improved in and posters that spread
some cases. Students inclusion throughout the
aware that no throwing of room. Our social contract
any kind is allowed, there is organized to promote a
are instances of failure to safe learning
comply with this rule. environment. Students sit
9/18/22 in calm lighting (twinkle
Evidence lights) to promote safety
and comfort.
9/18/22
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 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
9/18/22 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 individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 9/18/22 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

Last year I was very I target groups of
focused on establishing students to come in for
learning targets and extra 1-1 support or to
improving students’ recommend retaking of
procedural fluency. This assessments. Some
year I would like to put students ask for teacher
more emphasis on support but not all do
understanding and without being prompted
mathematical reasoning. by the teacher. 9/18/22
Evidence 9/18/22
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 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. 9/18/22 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 9/18/22 sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students know Students follow behavior Students respond to Students demonstrate
Students are aware of expectations for behavior expectations, accept individual and group positive behavior,
classroom rules and and consequences and consequences and behaviors and encourage consistent participation
consequences. 9/18/22 respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

Standards for behavior Expectations were
are clear, I refer to developed with students
standards and apply involved during our social
consequences such as contract. Students were
taking of phones, told what was expected
detentions, staying 5 by me (listening, respect)
minutes after class, and students were given
coming in during break to opportunities to
help. 9/18/22 brainstorm what they
Evidence expect from their teacher
Students are aware of and from each other.
rules and consequences 9/18/22
but do not always
respond to guidance for
following them. Some
students try to push
boundaries of classroom
rules and expectations.
9/18/22

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

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. 9/18/22 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
9/18/22 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.
9/18/22
There are norms for
absences, turning in
homework, completing the
warm-up, classwork, and for
taking notes.
I regularly promote positive
behavior by thanking
students and expressing
Evidence praise, especially for those
who have struggled in the
past or been disruptive.
Disruptive students are
given a warning, may be
asked to speak with me
outside, or parent is
contacted. 9/18/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning


Element 2.7 Emerging Exploring Applying Integrating Innovating
Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 9/18/22 activities and closure. instructional time.
Using instructional

time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in

allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with options learning activities and are goals, and participate in
some adjustments of time for extension and review. prepared for the next reflection, self-
allotted for tasks or sequence of instruction. assessment, and goal
expectations for setting.
completion. 9/18/22

I will pace instruction
based on prior mastery of
past learning targets,
allotting more time for
complicated or
comprehension-dense
activities.
Class begins with a
homework check
(stamps) while students
work on the warm-up
Evidence problem, a period of
direct instruction
followed by an activity
and practice (homework)
time. Time is adjusted for
length of lesson, extra
time for practice, or
period-long review
activities. 9/18/22