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 Considering the time I constantly preach
students spent outside of empathy and acceptance
the classroom a higher in my classroom. I also
percentage of students have clear expectations
than usual are having for students that are not
trouble with socio- practicing these positive
emotional issues. While I student interactions. Our
do encourage students to school site also has bi-
be positive and accepting weekly socio-emotional
of others through the use lessons for us to instruct
of positive behavior and guide students in
strategies and a token discussion to discuss
system I do believe that these topics and to guide
there are still issues them towards helping
between groups of maintain and safe and
students at times. supportive learning
9/21/2022 environment. Students
know that they must
attempt to communicate
and resolve conflicts with
one another and that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
there are instructors and
staff there to support
them in situations where
peer-to-peer resolutions
may be difficult.
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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 Students are allowed
an opportunity to
submit their own art,
media, images,
sayings, and memes
at the beginning of
the year for me to
post up and help
decorate the
classroom with. This
allows the students to
feel that they are in a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
space where they will
be represented and
have a voice.
Students know the
areas in the
classroom for them to
acquire resources to
help them with their
learning or to speak
up when they do
require them. I like to
promote
partner/group talks
in order to allow
English Learners and
other students to first
hold academic
discussions with
appropriate sentence
starters and language
to deepen their
understanding about
topics. Students are
given timers for
activities to help
them monitor their
time and also so they
have clear
expectations set in
front of them for
them to achieve the
goal.
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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 like to structure my
lessons in a way that
they are accessible to
students of all
backgrounds and are
not biased towards
any group. To do so I
make sure to provide
any resources
students will need for
any activities, while
also making sure to
provide them
multiple outlets to
express their
learning so that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students can select
the method that they
are most comfortable
with. I constantly
reinforce asking
questions in my
classroom because
they only way that
students will learn is
if they ask questions
when they are not
understanding
something. Students
are rewarded
through our token
system for
demonstrating
resilience and
practicing proper
academic recourse to
increase their
perspective across all
topics.
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Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
gaps. expectations for to meet high
achievement. expectations.
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.

Evidence All lessons are

scaffolded and
contain informal and
formal assessments
to check for student
understanding and
the expectations are
clear for all. Students
are also given
warmups across all
subjects to routinely
have them self-assess
their own
understanding about
the topic and to know
when to ask for
supports when
necessary. Students
are also provided
accommodate
assignments where
answer choices may
be reduced or given
sentence starts to
differentiate support
as needed. Students
understand the
expectations and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
have timers set for all
activities to monitor
their time
management and
create structure for
them.
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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.

We implement the I review and create

PBIS (Positive student expectations
Behavior in the beginning of
Intervention System) the year with all of
in our district and my classes so
Evidence
commonly utilize students feel like
strategies like the they have a voice and
token system while feel represented in
having clear the classroom.
consequences for Students not
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
problem behavior. demonstrating
We also implement appropriate student
activities like think behavior have their
sheet in order to help names written on the
document student whiteboard and
thinking during given 2 strikes before
moments where they are relocated
students are not and asked to fill out a
complying with think-sheet. Students
student expectations. are asked to identify
9/21/2022 what tey did
incorrectly and also
asked what they
think should be done
to resolve this issue.
If students
appropriately
complete the
document we
attempt utilize their
solution while
reminding students
that parent
communication will
be utilized along with
a solution the
instructor thinks will
benefit everyone in
order to resolve the
situation. Repeat
offenders are
reminded that
student events and
rewards will be
removed upon repeat
violations.
Counseling and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
additional supports
are available on
campus as needed.
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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.

Students that Students are

interfere with provided a variety of
learning are resources to support
addressed at the first them with
Evidence
available moment or instruction and
as needed from more assess their learning.
severe violations. Students are
Student names are commonly informally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
written on the surveyed to monitor
whiteboard so the any preferences or
students are aware difficulties utilizing
that they are certain resources.
committing acts that Accommodations are
are interfering with then made according
learning. Students to student opinion
are addressed as and assessment data.
soon as possible to Students are also
help them readjust informed to
and correct their communicate with
behavior using non- instructors if they
verbal crisis ever feel
prevention skills and uncomfortable with
by utilizings things the learning climate
such as think-sheets or activities and can
are breaks as needed. privately reach out
9/21/2022 through email or or
student monitoring
software so their
worries can be
addressed. Students
are also commonly
giving dojo points
and care cash that
they can redeem on
certain dates for
items or treats they
may enjoy.
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Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning 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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. 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
expectations for
completion.
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.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

Evidence All activities have all

been completed
before by an
instructor on the
students school team
to ensure that their is
the appropriate
instructional time to
complete the
activities. We also
place informal
assessments in
lessons to monitor
student
understanding and
work with students
in small groups as
needed to ensure
student success.
Students are also
given access to
resources to practice
their skills and
reinforce/further
their learning. We
introduced bias in
the text Phantom of
the Tollbooth along
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
with other short
excerpts. Students
where then given
choice slides to dive
deeper into topics of
privilege, bias, and
discrimination in
language arts.
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