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
communicates behavior. Demonstrates responsible, and respectful responsibility with self-reflection and
expectations for fair and commitment to fairness student interactions. students for resolving ongoing improvement of
respectful behavior to and respect in Assists students to resolve conflict and creating and the caring community
support social communications with conflicts. Incorporates maintaining a caring based on respect, fairness,
development. students about language cultural awareness to classroom community.   and the value of all
and behavior. develop a positive Supports students in members. (4/3/2023)
Seeks to understand classroom climate. taking leadership in
Promoting social cultural perceptions of a (5/4/2022) developing a caring
Development and caring community. community that is
responsibility within (9/20/21) Students demonstrate responsive to the diverse Students take leadership
a caring community Some students share in efforts to be positive, cultural norms of in resolving conflict and
where each student the responsibility for the Students participate in accepting, and respectful identities of all students creating a fair and
is treated fairly and classroom community. occasional of differences. (9/20/21) (10/17/2022). respectful classroom
respectfully community-building I feel I am still here in community where
activities, designed to regard to my students. Students take student’s home culture is
promote caring, fairness, (5/4/2022) responsibility resolving included and valued.
and 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 (10/27/2022).
I feel my students are still
at this level (4/3/3023).
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I work hard to make it
clear from day one that my
students understand
academic discourse is
welcome and supported in
my classroom. I verbally
praise and reinforce
student comments and
ideas that promote
fairness and respect in the
classroom. I teach and
model asking questions for
clarification and open
discussion. I address
disagreements and
encourage students to take
risks and expand their
understanding. I am
working to incorporate
more culturally relevant
and informed perceptions
Evidence
of a caring community.
(9/20/21)
Element 2.2 Emerging Exploring
I teach 11th graders, and
many students have
attended the school for the
first two years of High
School. They know the
school expectations and
actively engage with the
creation of specific
classroom norms and
expectations. The
overwhelming majority of
my students who attend
live instruction want to be
there in class and want to
talk to each other. Since
students have the option
to watch lesson recording
(due to schedules and
learning preferences), the
students who attend live
come to interact with the
content, teacher, and
classmates. (9/20/21)
I feel I am fully at this level
this semester. In coming to
know my students and
student population more
this semester, I include
specific reinforcements,
reminders, celebrations,
and language that
embraces and celebrates
the specific and unique
community in my
classroom. Students see
and respond with respect,
consideration, and
acceptance of all beliefs,
ideas, contexts, and
identities in discussions
and work. (5/4/2022)
Applying
I take an active role in
creating a shared space
with my students. Because
live lessons are optional,
students actively want to
be in attendance and
participate in the lessons.
I develop norms with
students and reinforce/
remind students of the
co-created norms during
live lessons. Students
come to participate and
learn, and I work
diligently to increase
positivity and celebration
in the classroom. Students
are encouraged to share
information and
celebrations with their
peers when they feel
comfortable and share
with the teacher when
they want to share but not
with the entire class
(10/17/2022)
I feel my students are still
at this level (4/3/3023).
Integrating
I am continuing to build
fundamental and working
relationships with my
English and Homeroom
students. I am continuing
celebrations and norms
during lessons, and I have
included more times for
self-reflection on writing
skills and learning during
lessons. I actively teach
and model self-reflection
and goal-setting with and
for my students. In
building and maintaining
relationships with my
students, I use my
understanding of their
self-identified goals and
areas of desired growth,
current skills and areas of
needed development, and
backgrounds/contexts to
invite and support
students in learning and
growth in a positive,
professional, respectful,
and fair manner
(4/3/2023)
Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 (9/21/21).
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or
students can support lessons or sequence of
virtual learning
learning. lessons to support
environments that
student learning.
promote student
(9/21/21)
learning, reflect
diversity, and
encourage
Students use resources
constructive and
Some students use provided in learning
productive
available resources in environments and
interactions among
learning environments interact with each other
students
during instruction. to understand and
complete learning tasks in
single lessons or sequence
of lessons. (9/21/21)
I am currently working on
incorporating varied and
different activities to
promote learning. While
discussions, microphone
time, and virtual reactions
are used frequently, I am
Evidence actively experimenting
with alternate online
resources and platform
integration into my
lessons so students can
interact with material and
classmates in numerous
manners. Since my
Develops physical
environments that reflect
student diversity and
provide a range of resources
for learning. (5/4/2022)
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning tasks.
(5/4/2022)
I feel I am still at this level
this semester (10/17/2022).
Students use a variety of
resources in learning
environments and interact in
ways that deepen their
understanding of the
content and develop
constructive social and
academic interactions.
(5/4/2022)
I feel my students are still at
this level this semester
(10/17/2022).
This semester, I utilize
NearPod, Zoom, Kahoot,
Quizlet, Flocabulary, and
many more resources to
support student learning. My
students respond well to
Flocabulary! They enjoy the
music and deep
understanding of the literary
devices and academic
language is demonstrated in
assessments relating to the
learning supported by this
resource. I also have
additional English teacher
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to instruction environments enhance
(4/3/3023). learning and reflect
diversity within and
Integrates a variety of beyond the classroom.
structures for interaction
that engage students Selects from a repertoire
constructively and of structures for
productively in learning interaction to ensure
(4/3/3023). accelerated learning for
the full range of students.
Students routinely use a
range of resources in Students participate in
learning environments monitoring and changing
that relate to and enhance the design of learning
instruction and reflect environments and
their diversity. structures for
Students share in interactions.
monitoring and
assessment of interactions
to improve effectiveness
and develop a positive
culture for learning.
(4/3/2023).
I work diligently to create
relationships with my
students to set a safe and
brave space in the
classroom. I leverage my
understanding of my
students and their unique
perspective and voice to
make meaningful
connections and
structures in the
classroom that support all
to success and learning
mastery. Students know
where to find resources
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons are delivered on videos that break up the and routinely use the
Zoom, I am investigating direct instruction and supports and resources I
and adapting some support learning in a fun and provide. I also am adding
lessons to include new way. I work to include the resources into more
annotations and NearPod both familiar and new locations this year to
to see how engagement structures and tools in the reach and support all
and interaction change. classroom to increase students in my live and
Students understand that student interaction and deep virtual classrooms.
the Message Boards learning. (5/4/2022) Students work together in
contain teacher-created live lessons and in
additional resources and I am continuing to invest discussions to monitor
activities that support time and research into and support each other’s
content understanding finding diverse tools and learning (4/3/2023).
and reinforce curriculum resources into the
learning goals. I classroom. I am also actively
frequently remind and working to include diverse
guide students to the images and supports in my
Message Board during lessons. While a seemingly
lessons and calls. small detail, I am
(9/21/20) intentionally considering
and reflecting upon the
image, examples, and
activities used in lessons to
increase my culturally
responsive practices. I have
seen students respond
positively to Flocabulary
throughout my journey -
these videos use diverse
music types and images to
support students
understanding of academic
language and content
learning. (10/17/2022)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety safety issues regarding
that are required by materials, student interactions,
the site, district, and and the organization of the
state. learning environments.
Responds to behaviors (9/21/21)
Establishing
that impact student
and
safety as they arise.
maintaining
Explores strategies to establish
learning
intellectual and emotional
environments
safety in the classroom.
that are
(9/21/21)
physically,
intellectually,
Students are aware of Students follow teacher
and
required safety guidance regarding potential
emotionally
procedures and the safety issues for self or others.
safe
school and classroom (9/21/21)
rational for
maintaining safety.
I engage students in
discussions of safety and
comfortability with materials
and in interactions. In being an
English teacher, I openly
acknowledge relevance and
connections to materials we
engage with in class. One
specific way I deepen students’
Evidence understanding and critical
thought is clear discussions of
intended audience. Students
are encouraged to make
personal connections to
texts/materials and see texts
through the perspective of the
intended audience. Students
are encouraged to safely and
respectfully explore their
Applying
Anticipates and reduces risks
to physical, intellectual, and
emotional safety using
multiple strategies that
include examining biases in
the learning environment and
curriculum. (5/4/2022)
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety. (5/4/2022)
Students take risks, offer
opinions, and share
alternative perspectives
(5/4/2022)
I feel my students are still at
this level (10/17/2022).
I include and create space for
students to feel safe and
secure in my classroom. I
model critical consideration
and interaction with content
and welcome students to
critically and respectfully
consider and challenge
interaction and content, too.
When issues arise, I respond
quickly and with a wide array
of discussion points,
evidence, and consideration.
Students are exposed to a
variety of skills and supports
to deepen their intellectual
and emotional safety,
recognition, and regulation.
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent viewpoints. maintenance of a safe
I feel I am still at this level physical, intellectual, and
(4/3/3023). emotional environment
focused on high quality and
Engages in reflection on their rigorous learning.
own language and behavior
that contributes to
intellectual and emotional Students demonstrate
safety in the classroom resiliency in perseverance
(10/17/2022). for academic achievement.
I feel I am still at this level Students maintain
(4/3/3023). intellectual and emotional
safety for themselves and
Students develop and others in the classroom.
practice resiliency skills and
strategies to strive for
academic achievement, and
establish intellectual and
emotional safety in the
classroom (4/3/2023).
I work hard to reflect on the
language and behavior I use
in the classroom. As I am
human, should I say or do
something that sounds
insensitive, I take
responsibility and
apologize to my students. I
encourage them to bring
their concerns to me both
about the content of our class
and my presentation.
I actively demonstrate
respect towards each
student - using students'
preferred names and
pronouns, including my
pronouns in my Zoom name,
addressing concerns in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
opinions and reactions while
always returning with evidence
and support from the content.
Students see models of respect
and safety in the classroom and
generally respond positively to
teacher guidance. (9/21/21)
Students participate in
collaborative discussions and
are taught how to critically
and thoughtfully respond. For
example, a discussion
occurred of the phrase “Agree
to disagree”. Students
identified what this phrase
means, how to use it
appropriately, and how to
identify when it is being used
to stop an authentic
discussion. (5/4/2022)
private with the student,
positively reinforcing
engagement and appropriate
honesty in the classroom, etc.
I am actively attending
professional development to
increase my awareness of
culturally inclusive
behavior (10/17/2022).
I feel that I am still at this
level and that I am bolstering
my students to this level as
well. In addition to the above,
my students are more
comfortable and
understanding of the
supports, structures, and
resources available. I also
accepted a role teaching
credit recovery this year. This
has expanded my tools to
support students at all levels
to reflect on learning and
identify areas where they can
grow / I can support their
continued development and
success (4/3/3023).

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous learning Develops a rigorous learning Integrates rigor throughout Facilitates a rigorous
Creating a
learning environment on environment that includes environment that includes the learning environment learning environment in
rigorous
accuracy of answers and accuracy, understanding, and accuracy, analysis, that values accuracy, which students take
learning
completion of learning the importance of meeting problem-solving, and analysis, and critical reading, leadership in learning.
environment
tasks. targeted learning goals. appropriate levels of writing and thinking. Fosters extended studies,
with high
Is aware of the Works to maintain high challenge. Integrates strategic scaffolds research, analysis and
expectations
importance of expectations for students Holds high expectations for and technologies throughout purposeful use of learning.
and
maintaining high while becoming aware of students. Has an instruction that support the Supports students to utilize
appropriate
expectations for achievement patterns for understanding of full range of learners in an extensive repertoire of
support for all
students. (9/21/21) individuals and groups of achievement patterns, and meeting high expectations differentiated strategies to
students
students. (5/4/2022) uses scaffolds to address for achievement (4/3/3023). meet high expectations.
achievement gaps
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students ask for
teacher support to
understand or complete
learning tasks.
(9/21/21)
Some students will
schedule calls with me
for specific and guided
support. I am actively
working to make all
students feel comfortable
in doing this, but there
are students who I reach
out to when I see them
struggling on an
assignment or
opportunities for growth.
My homeroom students
will actively reach out for
support in my English
Evidence class; some ELA students
reach out. More students
reach out after
completion of the first
major assignment in
English. I am working to
encourage and reinforce
student-driven questions
and requests for support.
(9/21/21)
Element 2.5 Emerging
Some individuals and groups
of students work with the
teacher to support accuracy
and comprehension in their
learning (5/4/2022)
Students are supported and
expected to meet
school-provided learning
goals. As I become more
familiar with my curriculum
and student population, I work
to create, set, and
communicate additional and
achievable learning goals
specific to English 11 and
common core state standards.
As I become more aware of
11th grade student patterns
and my specific population, I
work to mitigate
misunderstanding and provide
the support needed for all
students to be successful both
in English 11 and prepare
them for English 12.
(5/4/2022)
Exploring
(10/19/2022).
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning
(10/19/2022)
I provide my students with
outlines and templates for all
written responses in my
class. During lessons, I
discuss and break down both
the prompts and outlines to
support students to meet the
rigor and requirements in
English 11. I also created a
“Tips for Student Success”
document with additional
support and clarification of
all assignments. For each
portfolio, I include additional
resources and instruction on
MLA format, evidence
integration, and citations.
Students are actively
reviewing and applying
feedback in their work. I
have seen increased
attendance in my lessons
this year. Students are
engaged and participating in
learning, reaching out with
questions, and purposefully
reviewing and applying
feedback to grow their skills
and demonstration in their
work (10/19/2022).
Applying
Students actively use Students take responsibility
supports and challenges to to fully utilize teacher and
complete critical reading, peer support, to achieve
writing, higher order consistently high levels of
thinking, and problem factual and analytical
solving across subject matter learning.
(4/3/3023).
I provide all students a “Tips
for Student Success”
document in both English 11
and Credit Recovery.
Included in my documents
are outlines, short videos,
and additional supports for
students to meet standards
and the high-level of
learning. I provide detailed
feedback and connect
feedback to both students’
identified areas they would
like to grow and the
standards addressed in the
assessment. I continue to
break down rubrics and
outlines duirng lessons for
students and I have added
more sentence outlines and
support videos for students
this semester. Students
actively review feedback
provided on their work, and I
provide positive
reinforcement and updated
feedback when a student
actively applies and
demonstrates growth
between drafts of their work
(4/3/3023).
Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes Develops expectations with some
expectations, rules, student involvement.
and consequences for Communicates, models and
individual and group explains expectations for
behavior. individual and group behavior.
(9/21/21)
I feel I am still at this level this
Developing, semester. (5/4/2022)
communicating
, and Refers to standards for Reviews standards for behavior
maintaining behavior and applies with students in single lessons or
high standards consequences as sequence of lessons in anticipation
for individual needed. of need for reinforcement.
and group (9/21/21)
behavior I feel I am still here this semester.
(5/4/2022)
Students are aware of Students know expectations for
classroom rules and behavior and consequences and
consequences. respond to guidance in following
them. (9/21/21)
I feel my students are still at this
level this semester. 5/4/2022)
Students engaged in a classroom
norms activity on the first day of
instruction. While overarching
expectations for behavior were
provided by the teacher, students
jumped into the Padlet and started
adding norms such as “ask
questions”, “be respectful to all
students and the teacher”, “pay
attention while in the lesson”, “take
Evidence a break if you need to, but do not
disrupt the class”. We do a review
of expectations and norms at the
beginning of each lesson. Students
are still learning the expectations
and norms of our classroom; most
respond positively to whole-class
and one-on-one (via direct
message) reminders. There are
times where a student needs to be
removed to the waiting room for a
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors
(10/18/2022).
With the increase of
attendance in lessons this
year, students are actively
monitoring both their own
and each other's behavior in
lessons and
understand/accept
consequences when
routines, and expectations
are not met. Most
consequences and
interactions to correct
behavior and meeting
standards in done in
individual calls and
communication
(10/19/2022).
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities
(10/19/2022).
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation
(10/19/2022).
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements
(4/3/3023).
I am focused and increasing
my positive reinforcement
and celebration of positive
behavior in lessons this year.
Students are provided the
expectations in numerous
presentations: written,
verbal, and visual, and
places: Tips for Student
Success document, Lesson
Introduction notes, live
lessons, and outlines/rubrics
to be aware and
understanding of the
expectations. I am also
increasing my use of student
self-assessment and
reflection in each unit this
year. Last year, this was
included in some units and
lessons, but this year,
Facilitates a positive
environment using
systems that ensure
students take an active
role in monitoring and
maintaining high
standards for individual
and group behaviors
(4/3/3023).
Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
I am clear about the norms
and safe space that we
create in the classroom. I
provide reminders and
supports to meet the high
standards for individual
and group behavior. I will
make on-the-spot
adjustments when changes
are needed or disruptions
occur to coach and support
student success in
behavior and learning
growth. I include positive
reinforcement to those
showing positive behavior
and taking more active
roles in the classroom, I
will provide whole class
reminders of behavior
expectations, and i will
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
more in-depth review of student self-assessments speak with students
expectations. The majority of these (both formal and informal) individually when they
occurrences end with the student are included in live lessons need additional and
acknowledging the expectation and summative assessments specific reviews of the
and understanding the progress of in various manners and expectations and behavior
consequences for continued styles (10/19/2022). standards (4/3/3023).
inappropriate or misbehavior.
(9/21/21) Students co-create the
I address potential areas where norms and expectations in
students may need reminders of the classroom. Students will
norms at the beginning of each actively monitor their peers
lesson (based on content and and reach out when
student need). As some texts can disruptions are added to the
evoke strong emotions in students, space. I cannot require live
I remind students of expectations attendance, so the students
and academic ways to address who elect to attend live are
disagreements. (9/21/21) there to be engaged and have
direct teacher-support. They
In reflecting on my growth this actively work together with
semester, I feel that I am still at me to maintain a safe and
this level. I continue to implement open space to learn, grow,
routines and procedures that and find success.
support students to success in (4/3/3023).
behavior and involvement in my
classroom. Students review and
know the expectations for
behaviors and engagment in the
classroom and understand the
consequences for not following the
expectations and rules.
(5/4/2022)

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
classroom routines or norms for procedures, and norms in routines and procedures that monitoring and reflecting on participating in developing,
routines, single lessons to support single lessons or sequence of are culturally responsive and routines, procedures, and monitoring, and adjusting
procedures, student learning. lessons with some student engage students in the norms in ways that are routines and procedures
norms, and involvement. (9/21/21) development and monitoring culturally responsive. focuses on maximizing
supports for of norms (10/20/2022). Maintains a quality learning learning.
positive climate that builds on Classroom climate
behavior to Provides positive behavior student strengths integrates school standards
ensure a climate Seeks to promote positive supports. (4/3/3023). and culturally relevant
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in which all behaviors and responds to
students can Responds to disruptive disruptive behavior.
learn behavior. (9/21/21)
Students receive correction
for behavior that interferes
with learning, and positive
Students are aware of reinforcement in following
procedures, routines, and routines, procedures, and
classroom norms. norms. (9/21/21)
Students become familiar with
their cohort (many share
teachers and classes) so some
will monitor each others’
behavior and help the teacher
address inappropriate or
off-topic behavior with
comments of “stay on topic”,
“no inappropriate language”
or similar comments voicing
their concerns. Students are
positively reinforced for
Evidence participation and positive
behaviors with verbal praise
or direct messages from the
teacher. I also will call or email
students with praise for
positive behaviors.
We review our class norms at
the beginning of each lesson
and the class Padlet is posted
(additions must be
teacher-approved after the
first lesson) on the Message
Responds appropriately to
behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors (5/4/2022)
I feel I am still at this level
this semester. (10/20/2022).
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning
(5/4/2022)
I feel my students are still at
this level this semester.
(10/20/2022).
As the year goes on, my
behaviors, models and
feedback develop to meet the
needs and supports of my
students. Because I cannot
require live lesson
attendances, students who
do attend want to be there.
When interfering or
disruptive behavior occurs, I
quickly provide supportive
reminders and feedback that
support all students to
understanding and success
(5/4/2022).
Routines and procedures
support student awareness
and understanding of
expectations. In addition to
the co-created Padlet, a
quick review of the
expectations and procedure
is done at the beginning of
norms.
Promotes positive behaviors
and consistently prevents or Promotes positive behaviors
refocuses behaviors and establishes preventions
disruptive to the learning and a positive classroom
climate (4/3/3023). climate that eliminate most
disruptive behavior.
Students are involved in
assessment and monitoring Students share
of routines, procedures, and responsibility with teacher
norms in ways that improve for managing and
the learning climate maintaining a positive
(4/3/3023). classroom climate that
promotes learning.
I invite students to co-create
and collaborate on norms
and expectations in the
classroom. I clearly detail
and provide expectations
and directions on behvaior
and work submissions.
During lessons, I review the
shard norms and
expectations and review the
assessment expectations. In
reviewing the norms and
expectations, students are
actively engaged in
reviewing the directions and
norms to ask questions and
co-create understanding of
mastery and skills
demonstration. Students are
asked to restate and review
the expectations and norms
during lessons to support
each other and meet
high-levels of success
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Board. I work to create a safe
space where students are held
accountable for their actions.
Due to the online nature of my
lessons, there are times where
an off-topic or disruptive
comment will go unseen by
myself. I review all of my
lesson recordings and take
note of students that I need to
reach out to one-on-one to
review expectations and
norms. (9/21/20)
every class. Students also (4/3/3023).
partake in weekly check-ins
to self-monitor behavior,
emotions, expectations, and
successes. In class - this is
done through Celebrations.
For students who do not
attend lessons, this is done
in phone calls and over
email. (5/4/2022)
I am continuing this practice
this semester. I am also
incorporating the EXCEL
model: Engage, Xplore,
Communicate, Empower, and
Launch in my lessons and
phone calls this semester.
Students are responding
positively and effectively
adjusting to this routine in
both lessons and calls
(10/20/2022).

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
Using impact pacing and
instructional lessons. (9/20/21)
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. (5/4/2022)
Students complete learning
activities and, as needed, may
receive some adjustments of
time allotted for tasks or
expectations for completion.
(9/20/21)
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure (10/20/2022)..
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review
(10/20/2022).
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring of
instructional time
(4/3/3023).
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction (4/3/3023).
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.
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher: This is an area Students: Because I tend to
where I know I am still favor allotting more time for
developing. Because I activities where students are
meet with my students actively engaged and building
as a whole class once a a greater understanding of
week (and some students content and connections,
never attend a live students do complete the
lesson), I try to include activities and receive
as much information into adjustments for time as
my live instruction as needed. Also, students review
possible to give students and complete asynchronous
clarification and support. lessons daily. I favor activities
That being noted, I will that get students talking and
make pacing adjustments collaborating, and I will make
if students are deeply pacing adjustments so
engaged in discussions students have the needed time
or activities where they to complete synchronous
Evidence are supporting each activities. (9/20/21)
other and their own
understanding and
connection-building. This ​I am still working to pace and
has caused pacing issues anticipate the timing for my
in the past. (9/20/21) lessons. This is an area where I
feel I am developing, but need
additional support and
growth. Being online, there is
some built-in flexibility.
Students have the flexibility to
submit and complete work,
and I have some flexibility in
what content to focus on in
live lessons that best support
student understanding of
content. (5/4/2022)
Due to the online nature of
my environment, students
are offered a lot of flexibility
in completing lessons and
assignments. I do not deduct
points if work is submitted
late. Students are able to
revise and apply feedback to
all written work in my class.
For instruction, I worked
hard last year to plan and
pace my instruction and
provide additional space and
time for student
participation and activity
completion. I am actively
editing and revising my
lessons to check for
understanding throughout
the lesson, activity
completion, and closer exit
tickets (10/20/2022).
Students are attending
lessons and actively
reaching out to schedule
appointments, ask
questions, and receive
additional, specific feedback
and support on their work
(10/20/2022).
I use backward designing to
create supports and
resources for students to
build learning and
breakdown tasks throughout
the learning sequence.
Students enrolled in an
online program and are
supported to take
accountability and control of
their learning. Students
complete many assignments
independently. I incorporate
resources and directions into
lesson introduction apges
and my teacher website to
support success while giving
students space to explore
and learn within a sequence
of lessons and build
authentic success in the
formative and summative
assessments. (4/3/3023).