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
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Evidence
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9/26/2022
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
9/2022
I use an audible digital
timer to help students
keep on track. During
work time I walk
around and will
redirect students to
stay on task. At the end
of the designated time I
review the completion
status of each student
and provide more time
and may adjust the
number of problems
that need to be done on
a case by case basis.
9/26/2022
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
11/06/2022
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection, self-
for extension and review. sequence of instruction. assessment, and goal
11/06/2022 setting.
Classroom
observation: During a
lesson on story
elements “Throughout
Jill’s lesson she
continuously checked
for understanding with
all the students. When
needed she slowed
down and reviewed the
information.” During
my introduction felt I
was rushing and
slowed down the pace
and used “think time”
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