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 Modeling proper Teacher: It is my
behavior is a powerful experience that you learn
tool that has helped my the most from the most
students to be successful. challenging students, and
My process is taken from this year’s students were
Responsive Classroom – objectively rough. I
model, ask students what started the year by being
they saw, student model firm, and this was largely
and another reflection, ineffective, and I grew to
allow practice for be more reflexive and
everyone. friendly, and more of a
guide to more acceptable
I can improve by doing behavior with the safety
this for all routines and of student my priority.
by creating more
ownership of these Students: This helped me
responsibilities and bond with the group and
routines. students have become
more responsive through
the respect I demanded in
the first part of the year
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and then also want to do
things I ask of them
because of the bond we
formed in the second
semester.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or
students can support lessons to support
virtual learning
learning. student learning.
environments that
promote student
learning, reflect
Students use resources
diversity, and
provided in learning
encourage
environments and
constructive and
Some students use interact with each other
productive
available resources in to understand and
interactions among
learning environments complete learning tasks in
students
during instruction. single lessons or
sequence of lessons.
Evidence I am exploring these
concepts because I don’t
use enough structures for
interaction. I am aware of
some techniques like
inside outside circles and
Socratic methods, but I
don’t use them enough or
at all in some cases. I can
improve by creating more
variety for my students
beyond small groups with
roles and turn and talks.
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
during learning activities diversity within and
that ensures a focus on Integrates a variety of beyond the classroom.
and completion of structures for interaction
learning tasks. that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students use a variety of Students routinely use a
resources in learning range of resources in Students participate in
environments and learning environments monitoring and changing
interact in ways that that relate to and enhance the design of learning
deepen their instruction and reflect environments and
understanding of the their diversity. structures for
content and develop Students share in interactions.
constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Teacher: through mentor
conversations and
working with a veteran
co-teacher, I have been
exposed to a lot of
resources and structure
to keep students safe and
engaged.
Students: now have more
increased engagement
and structures which help
them to create a positive,
safe learning community
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
May 3, 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. 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.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
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 achievement intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
Evidence Teacher: I strive to
maintain a safe
environment while still
allowing students to
explore and ask questions
about routines and rules.
I model routines using the
Responsive Classroom
method and allow each
class toy to build their
own rules, which I then
edit and put into
categories.

In addition, I teach
Second Step lesson and
reinforce these concepts
throughout the week,
allowing time for practice
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and reflection.

Students: complete the

interactive modeling
process and sometimes
police each other on
routines and positive
habits of our classroom.
May 3, 2022

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
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 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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This has always been a Teacher: through our
challenge for me in my emphasis on
cultural context. There differentiated instruction,
needs to be more students can access
differentiation to support appropriate rigor that
low level ELLs and challenges them but is not
students in my class who so difficult that they
are WIDA level six. cannot do or benefit from
the content.
While we do complete
tasks and students do Students: will receive
mostly learn the concepts, support in our “teacher
there are deeper levels of station” regarding
Evidence understanding such as content work and are also
explaining and exploring supported at times when
that is only meet by I am able to float around
higher level students. the room to help. Mostly, I
encourage the learning
Most students are teams to support each
supported in individual other, all the groups are
ways, but there could be operating at very similar
more of a concentration ELA levels, and their
on small groups on all collective, productive
assignments to improve. struggles have been
As we develop our positive for their growth.
rotations, this will May 3, 2022
become more of a norm.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.

Evidence Teacher: It’s very

important for me to
communicate with
students how we will do
something after I show
them what we will do. I
generally focus on sound
level, where they will
work, how they will work
(group, pairs,
independent), time and
what their focus will
be/goals.

Having student become

more self-aware of these
processes and take more
ownership is my next
step.

Students: we do not have

effective inclusive
services at my school, and
student who need special
support do not receive it,
which has led to some
reoccurring behavioral
challenges for a few
students. In addition,
many families in our
cultural context believe
that at home the student
should have fun and
essentially do whatever
they want, and it is the
teacher’s job to teach
them boundaries, but
some students have
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
different home situations,
and some are able to
improve through our
structures. It is also worst
noting that for whatever
reason our director does
not believe in a school
wide behavior plan, and
virtually all the faculty do
not feel supported in this
key school element. So,
part (or more) of my lack
of growth here is related
to my context.
May 3, 2022

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn 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.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence Students know and are
comfortable with most of
our routines. Within my
cultural context and
classroom context,
keeping these routines is
an everyday struggle.

I do develop the routines

with modeling and
student interaction, but I
don’t feel it’s effective
enough to give myself an
applying evaluation. I
respond to all disruptive
behaviors and support
students by showing
them better ways. At
times, I can improve my
teacher language and not
let my frustrations get the
best of me, speaking on
this early, and very
challenging group.

I think last year I would

have labeled myself
applying, but this year
has been an early struggle
for a few students to
grasp routines.

Teacher: once again, our

implementation of small
group rotations and use
of direct modeling as
greatly improved the
structures and routines of
our class. As mentioned, I
have also become more
reflexive of behaviors and
realized the areas where I
was inciting disruption
through my responses to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
negative behavior.

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding,
completion of learning
activities and closure.
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the
monitoring of
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

I do these things, but I Teacher: I put an

don’t feel I allow enough
time for extensions and
reflection at the end of
the lesson, which is why I
fall short of applying.
I have improved my
transitions, which I think
is a result of being clearer
with student about tasks
Evidence and expectations. I have
also grown totally
comfortable with moving
slower so that students
have meaningful learning
experience as opposed to
moving too fast for the
sake of staying on pace.
emphasis on the mini-
lesson, which I do for 10-
15 minutes before our
three 20 minute
rotations. Students will be
asked to produce a piece
of work with some sort of
sharing or reflection time
during our last 5 minutes
of class.
Students: this predictable
routine provides
structure for our students
and helps them to make
good habits.
May 3, 2022