The document summarizes Standard 2 CSTP, which focuses on creating and maintaining effective environments for student learning. It outlines six levels (Emerging to Innovating) of teacher performance for two elements:
1) Developing physical and/or virtual learning environments that promote student learning and diversity.
2) Utilizing structures for interaction between students to support learning.
At the higher levels, teachers develop shared responsibility with students, facilitate self-reflection, and allow students to take leadership in developing caring, respectful communities.
The document summarizes Standard 2 CSTP, which focuses on creating and maintaining effective environments for student learning. It outlines six levels (Emerging to Innovating) of teacher performance for two elements:
1) Developing physical and/or virtual learning environments that promote student learning and diversity.
2) Utilizing structures for interaction between students to support learning.
At the higher levels, teachers develop shared responsibility with students, facilitate self-reflection, and allow students to take leadership in developing caring, respectful communities.
The document summarizes Standard 2 CSTP, which focuses on creating and maintaining effective environments for student learning. It outlines six levels (Emerging to Innovating) of teacher performance for two elements:
1) Developing physical and/or virtual learning environments that promote student learning and diversity.
2) Utilizing structures for interaction between students to support learning.
At the higher levels, teachers develop shared responsibility with students, facilitate self-reflection, and allow students to take leadership in developing caring, respectful communities.
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. 11/06/2022 community that is Students take leadership a caring community 9/26/2022 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 11/06/2022 responsibility resolving included and valued. caring, fairness, and conflicts and maintaining Students communicate respect. a caring classroom with empathy and 9/26/2022 community. Students understanding in promote respect and interactions with one appreciation for another. differences. I model desired behavior, Materials Access and use student names, gently Classroom Job Chart. remind students about Regularly needed raising their hand to supplies are available in speak and taking turns. I labeled caddies on each review daily the posted table for the students to classroom rules easily access. At the regarding being beginning of the year respectful, caring, fair, classroom jobs were and tolerant of others explained and students Evidence which reinforce the were asked to list their lessons the students learn top 3 choices. Students in religion class. are given the choice of 9/26/2022 classroom jobs that rotate weekly. Students know if they did not get their first choice, they will get their preferred job soon. If the job substitute is absent as well as another position, the students volunteer to Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning fill in for the day. 11/06/2022 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 9/26/2022 resources for learning. resources, displays, and engage students in learning. 11/06/2022 artifacts that are current learning. Ensures that Structures for interaction and integral to environments enhance Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect interaction between lessons or sequence of structures for interaction diversity within and Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom. virtual learning learning. student learning. that ensures a focus on structures for interaction environments that 9/26/2022 and completion of that engage students Selects from a repertoire promote student learning tasks. constructively and of structures for learning, reflect 11/06/2022 productively in learning. interaction to ensure diversity, and accelerated learning for encourage Students use a variety of the full range of students. constructive and Some students use Students use resources resources in learning Students routinely use a productive available resources in provided in learning environments and range of resources in Students participate in interactions among learning environments environments and interact in ways that learning environments monitoring and changing students during instruction. interact with each other deepen their that relate to and enhance the design of learning to understand and understanding of the instruction and reflect environments and complete learning tasks in content and develop their diversity. structures for single lessons or constructive social and Students share in interactions. sequence of lessons. academic interactions. monitoring and 9/26/2022 11/06/2022 assessment of interactions to improve effectiveness and develop a positive culture for learning. Seats are assigned to Classroom help students focus and arrangement. The work effectively with classroom is divided each other. Students into zones for specific are encouraged to purposes such as the interact in their groups library, art, and small Evidence to check answers and group and whole class explain the method instruction. The half they used. Visuals on circle table is where wall and desk can be small reading groups used for reference. and one-on-one 9/26/2022 instruction are Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning conducted. Students also use the table to work in pairs when otherwise not being used. The carpeted area is where whole class instruction takes place and where students have the option to stretch out to read or complete an independent task or confer in small groups. The library space provides a comfy seating for the students to quietly read. 11/06/2022 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. 11/06/2022 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 9/26/2022 their own language and maintaining learning establish intellectual and behavior that contributes environments that emotional safety in the Models and provides to intellectual and are physically, classroom. instruction on skills that emotional safety in the intellectually, and develop resiliency and classroom. 11/06/2022 emotionally safe support intellectual and Students demonstrate Students are aware of emotional safety. resiliency in required safety Students follow teacher 9/26/2022 Students develop and perseverance for procedures and the guidance regarding practice resiliency skills academic achievement. school and classroom potential safety issues for Students take risks, offer and strategies to strive Students maintain rational for maintaining self or others. opinions, and share for academic achievement intellectual and emotional safety. alternative perspectives and establish intellectual safety for themselves and 9/26/2022 and emotional safety in others in the classroom. the classroom. 11/06/2022 Learning goal Classroom presented at the observation: During a beginning of the lesson. lesson on story Resources available for elements “While Jill use indicated and a was presenting her sample problem is lesson, she was also modeled. Students making sure all the encouraged to share students were heard Evidence alternative ways to from. Even when a solve the problem. student only had half Make Up Mondays the example or answer provides a learning she would fill in the opportunity where rest as if it was their students discuss and thought.” All responses correct any errors. were positively 9/26/2022 acknowledged, and all students had an Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning opportunity to provide an example of the story elements. Jill created a learning environment where students felt safe to volunteer and offer their examples. 11/06/2022 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. 11/06/2022 and thinking. research, analysis and importance of Works to maintain high Integrates strategic purposeful use of maintaining high expectations for students Holds high expectations scaffolds and learning. Creating a rigorous expectations for students. while becoming aware of for students. Has an technologies throughout Supports students to learning achievement patterns for understanding of instruction that support utilize an extensive environment with individuals and groups of achievement patterns, the full range of learners repertoire of high expectations students. and uses scaffolds to in meeting high differentiated strategies and appropriate 9/26/2022 address achievement expectations for to meet high support for all gaps. 11/06/2022 achievement. expectations. students Some students ask for Some individuals and teacher support to groups of students work Students engage in a Students actively use Students take understand or complete with the teacher to variety of differentiated supports and challenges responsibility to fully learning tasks. support accuracy and supports and challenges to complete critical utilize teacher and peer comprehension in their in ways that promote reading, writing, higher support, to achieve learning. their accuracy, analysis, order thinking, and consistently high levels of 9/26/2022 and problem solving in problem solving across factual and analytical learning. 11/06/2022 subject matter. learning.
All students have Classroom
access to manipulatives observation: During a to use for problem lesson on story solving. Visuals are elements “Jill was able provided for each to successfully connect numerical problem to with her focus students assist students in by asking leading associating a visual questions and having quantity with the the posters to support Evidence written number. her lesson which gave 9/26/2022 them a visual to hold onto.” Students had the option to demonstrate their learning by completing a sorting of nouns as words or as a picture. 11/06/2022 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. behavior. 11/06/2022 across learning activities. standards for individual 9/26/2022 and group behaviors. Developing, Refers to standards for Utilizes routine Guides and supports communicating, and behavior and applies Reviews standards for references to standards students to self-assess, maintaining consequences as needed. behavior with students in for behavior prior and monitor, and set goals for high standards for single lessons or during individual and individual and group individual and group sequence of lessons in group work. behavior and behavior anticipation of need for 11/06/2022 participation. reinforcement. Students are aware of 9/26/2022 Students follow behavior Students respond to Students demonstrate classroom rules and expectations, accept individual and group positive behavior, consequences. Students know consequences and behaviors and encourage consistent participation expectations for behavior increase positive and support each other to and are valued for their and consequences and behaviors. 11/06/2022 make improvements. unique identities. respond to guidance in following them. 9/26/2022 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning At the beginning of a Positive Reward lesson, I review our Systems. In our prior lesson, present classroom positive the daily learning student behavior is objective, and model a promoted and sample problem. I encouraged by review expected students earning and behavior at table being rewarded with a groups by asking the “mitzvah” or “good students how they are note.” Earning supposed to behave. I mitzvahs entitle a employ the class student to participate reward system using in the weekly school Mitzvah or “good” celebration. We also notes for appropriate participate in the Evidence behavior and effort. “Being a Mensch” 9/26/2022 program where students are recognized by the school staff for being a good person. The program is similar to “Character Counts” where students are written up for being responsible, respectful, trustworthy, fair, caring, and making good choices. All characteristics of a mensch. 11/06/2022 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. development and Maintains a quality on maximizing learning. monitoring of norms. learning climate that Classroom climate 9/26/2022 builds on student integrates school strengths. 11/06/2022 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. 11/06/2022 climate that eliminate can learn routines, procedures, and most disruptive behavior. norms and receive Students are involved in reinforcement for assessment and Students are aware of Students receive positive behaviors. monitoring of routines, procedures, routines, and correction for behavior 9/26/2022 procedures, and norms in Students share classroom norms. that interferes with ways that improve the responsibility with learning, and positive Students receive timely learning climate. teacher for managing and reinforcement in and effective feedback 11/06/2022 maintaining a positive following routines, and consequences for classroom climate that procedures, and norms. behaviors that interfere promotes learning. with learning. 9/26/2022 Students follow daily Classroom and Recess routine that includes Rules. At the beginning review of Mitzvah or of the day as part of the “good” notes sent in by morning routine the the parents about a class reviews our rules student’s behavior. of behavior. Gentle Students use hand reminders to raise your Evidence signals to indicate need hand before speaking for water or a are provided by the bathroom break to teacher as well as the minimize class students themselves to disruption. Teachers help each out. The rules also respond with hand for recess behavior are signals. 9/26/2022 reviewed before going Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning to the playground with a prompt from the teacher followed by a choral response from the students. 11/06/2022 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 Using instructional lessons. 9/26/2022 activities and closure. instructional time. time to optimize 11/06/2022 learning Some students complete Students complete Students use their Students monitor their learning activities in time learning activities and, as Students participate in instructional time to own time, are engaged in allotted. needed, may receive and complete a variety of engage in and complete accomplishing learning some adjustments of time learning activities in the learning activities and are goals, and participate in allotted for tasks or time allotted with options prepared for the next reflection, self- expectations for for extension and review. sequence of instruction. assessment, and goal completion. 11/06/2022 setting. 9/2022 I use an audible digital Classroom timer to help students observation: During a keep on track. During lesson on story work time I walk elements “Throughout around and will Jill’s lesson she redirect students to continuously checked stay on task. At the end for understanding with of the designated time I all the students. When review the completion needed she slowed status of each student down and reviewed the and provide more time information.” During Evidence and may adjust the my introduction felt I number of problems was rushing and that need to be done on slowed down the pace a case by case basis. and used “think time” 9/26/2022 to allow the students to compose their responses. I have begun using a timer displayed on the docucam to keep myself on track. The students also use the Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning timer to either pace themselves or as a reminder as to how much time is left as the timer counts down. 11/06/2022