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
Seeks to understand awareness to develop a taking leadership in Students take leadership
cultural perceptions of positive classroom developing a caring in resolving conflict and
Promoting social caring community. climate. community that is creating a fair and
Development and 7/14/22 responsive to the diverse respectful classroom
responsibility within Some students share in Students participate in 12/5/22 cultural norms of community where
a caring community responsibility for the occasional community identities of all students. student’s home culture is
where each student classroom community. building activities, Students demonstrate 4/5/23 included and valued.
is treated fairly and designed to promote efforts to be positive, Students communicate
respectfully caring, fairness, and accepting, and respectful Students take with empathy and
respect. of differences. responsibility resolving understanding in
conflicts and maintaining interactions with one
a caring classroom another.
community. Students
promote respect and
appreciation for
differences.
7/14/22
12/5/22
4/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Since I teach upper grade, Echoing off of what I just
I spend the year said, students understand
engraining in students my intolerance for
the importance of inappropriate behavior.
maturity and respect that Throughout the year, we
they need to have for study strategies to help
themselves and others. I students promote
do not tolerate disrespect respect, mainly through
or bullying and students the use of ClassDojo’s
are fully aware of this. Mojo’s Big Ideas and
The moment these issues Conundrums.
arise, I work with 7/14/22
students to resolve these
issues and shut it down Students begin with being
immediately, even if it introduced to the topic,
means students who are watch a video clip on the
involved in other topic, discuss questions
classrooms. as a class, then sometimes
Evidence 7/14/22 complete an extension
activity in relation to the
I am continuing to teach topic.
mini-lessons 12/5/22
from ClassDojo that are
called Mojo's Big In collaboration with our
Ideas/Conundrums. school counselor,
These lessons support students are taught Tier 1
social emotional learning lessons monthly, with
in a variety of ways and each month focusing on
cover topics such as a different SEL topic. For
Growth example, the counselor
Mindset, Perseverance, will present a lesson on
Empathy, Big Challenges, coping skills one month,
and more.  conflict resolution the
12/5/22 next month, and growth
mindset the following
month.
4/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or
learning. student learning. and completion of structures for interaction
virtual learning
learning tasks. that engage students Selects from a repertoire
environments that
7/14/22 constructively and of structures for
promote student
productively in learning. interaction to ensure
learning, reflect
Students use a variety of 12/5/22 accelerated learning for
diversity, and
resources in learning 4/5/23 the full range of students.
encourage
Some students use Students use resources environments and
constructive and
available resources in provided in learning interact in ways that Students routinely use a Students participate in
productive
learning environments environments and deepen their range of resources in monitoring and changing
interactions among
during instruction. interact with each other understanding of the learning environments the design of learning
students
to understand and content and develop that relate to and enhance environments and
complete learning tasks in constructive social and instruction and reflect structures for
single lessons or academic interactions. their diversity. interactions.
sequence of lessons. 12/5/22 Students share in
7/14/22 monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
4/5/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make multiple resources I provide a variety of I present various student
available throughout the structures for interaction projects and written work
classroom for students to throughout the day. For throughout the classroom,
utilize at their own example, some so that students can learn
discretion. Whether it be assignments and project from each other's projects
a multiplication chart, are independent, but most and see the range of work
anchor charts posted are collaborative through that is presented by our
around the classroom, partners or group work. students. This will also
dictionaries, or even the 7/14/22 allow students to be
multiple notebooks they proud of their own work
have where they take I present various student being displayed as well.
notes in. projects and written work 12/5/22
7/14/22 throughout the classroom,
so that students can learn At this point in the school
from each other's projects year, students
and see the range of work are provided with
Evidence
that is presented by our numerous resources that
students. This will also they can access and use at
allow students to be school and at home for
proud of their own work their own benefit. Every
being displayed as well. new resource that I show
12/5/22 students in class, I post it
on Google Classroom for
them to access whenever
they need to. The majority
of students "play" certain
review games on their
own time at home
because they find it fun,
while reviewing learned
concepts in the process.
4/5/23
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 7/14/22 emotional environment
as they arise. in the learning focused on high quality
environment and Engages in reflection on and rigorous learning.
curriculum. their own language and 12/5/22
Establishing and
Explores strategies to behavior that contributes 4/5/23
maintaining learning
establish intellectual and Models and provides to intellectual and
environments that
emotional safety in the instruction on skills that emotional safety in the Students demonstrate
are physically,
classroom. develop resiliency and classroom. resiliency in
intellectually, and
support intellectual and 7/14/22 perseverance for
emotionally safe
emotional safety. academic achievement.
Students are aware of Students develop and Students maintain
required safety Students follow teacher practice resiliency skills intellectual and emotional
procedures and the guidance regarding Students take risks, offer and strategies to strive safety for themselves and
school and classroom potential safety issues for opinions, and share for academic others in the classroom.
rational for maintaining self or others. alternative perspectives. achievement, and 4/5/23
safety. 7/14/22 establish intellectual and
emotional safety in the
classroom.
12/5/22
Evidence I make it a point for In order to support Every day, I write a
students to be kind and students in voicing their different Question of the
respectful, but I also differing viewpoints, we Day on the board for
make it known that our hold novel study Socratic students to see when they
classroom is a safe space Seminars, which allow first come into the
to speak their minds. students to voice their classroom. We don't
Even if their opinion goes opinion and have an answer it until later in the
against the grain of the ongoing discussion about day to give students time
majority of the class, we it. to think about their
still listen and respect 7/14/22 responses. Some
each other’s differences. questions can be
7/14/22 Each day during morning surfaced, such as, "What
meeting, we have a do you want to be when
different “Question of the you grow up?", to more
Day”. To ease the complex questions, such
discomfort and get as, "What does self-
students to open up control mean to you?
quickly, I always answer How do you show self-
the question first and try control?". This allows
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to be as realistic and students to open up with
honest as possible. I do each other and feel
this to show students that comfortable within their
I may be their teacher, learning environment. 
but I also am a human 12/5/22
with feelings who goes
through issues just like Certain students
them. have been recommended
7/14/22 to join a Tier 1 counseling
group presented by
Every day, I write a Phoenix House, where it's
different Question of the essentially a "Lunch
Day on the board for Friends" group. Students
students to see when they learn coping
first come into the mechanisms, positive
classroom. We don't behaviors, and how to
answer it until later in the deal with difficult
day to give students time situations around
to think about their students who are in
responses. Some similar situations. 
questions can be 4/5/23
surfaced, such as, "What
do you want to be when
you grow up?", to more
complex questions, such
as, "What does self-
control mean to you?
How do you show self-
control?". This allows
students to open up with
each other and feel
comfortable within their
learning environment. 
12/5/22

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
achievement patterns for
individuals and groups of
students.
7/14/22
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning.
12/5/22
Evidence I strive to create a
rigorous learning
environment, but I find
that I struggle with
students differing levels. I
hold high expectations for
all of my students, but it’s
hard to find a middle
ground to create rigor for
my high students, while
scaffolding for my lower
students in the process.
7/14/22
After each chapter,
students will complete a
unique graphic organizer
that contains four critical
thinking question and one
related "Core
Question". The questions
posed are open-ended,
can be answered in
multiple ways, and
encourage textual
support from the book.
12/5/22
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
12/5/22 achievement. expectations.
4/5/23
Students actively use Students take
Students engage in a supports and challenges responsibility to fully
variety of differentiated to complete critical utilize teacher and peer
supports and challenges reading, writing, higher support, to achieve
in ways that promote order thinking, and consistently high levels of
their accuracy, analysis, problem solving across factual and analytical
and problem solving in subject matter. learning.
learning.
7/14/22
4/5/23
When working on a
lesson, students typically
have more than one
method to showcase their
learning. It can be from a
pencil and paper activity
to an online game that
reinforces the lesson.
7/14/22
I provide students with
open-ended questions
that can be answered in
multiple ways, while
encouraging students to
use textual evidence from
the book.
12/5/22
For our current novel
study, there are
differentiated versions of
chapter questions,
activities, and
culminating projects,
which allow me to
maintain high
expectations for all of my
students, even my SpEd
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and ELs.
4/5/23

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
7/14/22 and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine 12/5/22
communicating, and behavior and applies behavior with students in references to standards Guides and supports 4/5/23
maintaining consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for sequence of lessons in during individual and monitor, and set goals for Students demonstrate
individual and group anticipation of need for group work. individual and group positive behavior,
behavior reinforcement. 7/14/22 behavior and consistent participation
participation. and are valued for their
Students are aware of Students know Students follow behavior 12/5/22 unique identities.
classroom rules and expectations for behavior expectations, accept 4/5/23
consequences. and consequences and consequences and Students respond to
respond to guidance in increase positive individual and group
following them. behaviors. behaviors and encourage
and support each other to
make improvements.
7/14/22
Evidence I utilize a variety of Some students who need Students can also work
routine references for constant redirection are together in teams to get
behavior, such as having a seated next to positive points as a group, which
noise level on the role models to keep them allows students to be
whiteboard or using on track. They support responsible for not only
bouncyballs.org to each other by reminding their individual
monitor the noise level in them to stay on task, so behaviors, but group
the classroom. Also, when that they don’t get in behaviors as well.
I play light non-lyrical trouble. Students can turn in these
music, students know 7/14/22 points every Wednesday
that it's independent to buy something from
work time and that they I utilize ClassDojo as a our Dojo Shop. 
should be silent or classroom management 12/5/22
whispering. tool throughout the day.
7/14/22 Students are given points During Kindness Week,
for positive behavior we put a prime focus on
and get them taken away students catching each
for negative behavior. other being kind to one
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/5/22 another. When a student
notices this act, they will
go grab a slip of paper
and write what happened.
Each morning, I will read
aloud who was being
caught kind doing what,
then attach it to our
kindness chain, which
gets longer and longer as
the days go on. Due to the
success of students
demonstrating this
positive behavior and
valuing one another, I
decided to continue the
chain to facilitate this
positive environment. 
4/5/23

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
7/14/22 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 12/5/22 most disruptive behavior.
norms and receive 4/5/23
reinforcement for Students are involved in
Students are aware of Students receive positive behaviors. assessment and Students share
procedures, routines, and correction for behavior 7/14/22 monitoring of routines, responsibility with
classroom norms. that interferes with procedures, and norms in teacher for managing and
learning, and positive Students receive timely ways that improve the maintaining a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement in and effective feedback learning climate.
following routines, and consequences for 7/14/22
procedures, and norms. behaviors that interfere
with learning.
Students know what is I have a separate iPad in
expected of them the classroom that rotates
throughout the day and between the classroom
know when to transition Managers. The Managers
through the schedule have a job where they
posted on the take turns being in charge
whiteboard. of giving and taking away
7/14/22 Dojo points throughout
the day.
As well, I utilize the They can give points to
school currency and students who are being
ClassDojo in my kind, take points away
classroom as behavior from students who are off
supports. task, to giving the whole
7/14/22 class a point if the teacher
makes a mistake.
Evidence 7/14/22
I continue to hold high
expectations for my
students and impart daily
responsibilities within
the classroom onto them.
Students are now
responsible for checking
their own grades and
keeping track of any
missing assignments.
12/5/22
classroom climate that
promotes learning.
12/5/22
4/5/23
Students have classroom
jobs that they are
responsible for, from
passing out papers, to
collecting papers, to
cleaning the classroom,
and putting Chromebooks
away. Students work
together in teams or
partners to complete
their jobs daily.
12/5/22
I utilize ClassDojo as a
classroom management
tool throughout the day.
Students are given points
for positive behavior
and get them taken away
for negative behavior.
Students can also work
together in teams to get
points as a group, which
allows students to be
responsible for not only
their individual
behaviors, but group
behaviors as well.
Students can turn in these
points every Wednesday
to buy something from
our Dojo Shop. 
4/5/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the Students monitor their
impact pacing and to optimize learning. completion of learning monitoring of own time, are engaged in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons.
Some students complete
learning activities in time
allotted.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
activities and closure.
7/14/22
Students participate in
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
7/14/22
instructional time.
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
12/5/22
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
4/5/23

I find that I do okay with
pacing instruction, but
when it comes to
reviewing answers at the
end of the lesson, I tend
to find myself rushing
through it often.
7/14/22
Many of my high students
finish early, so I always
Evidence have back up activities for
students to do in relations
to the lesson.
7/14/22
Each day with our math
lessons, I reserve a
specific amount of time
for reviewing homework,
to teaching via direct
instruction, and for
independent work time.
Students are responsible
for completing specific
problems in a certain
amount of time, and early
finishers can complete
"Enrich" pages that
include much more
complex problems
compared to the daily
lessons.
12/5/22
After each lesson, I will
AirPlay a "Must Do" and
"May Do" screen onto the
TV. Students will have a
list of "Must Do"
assignments that they
have to complete before
they have a choice of
"May Do" assignments
with a timer in the corner
to let them know how
much time they have left.
This allows for students
to monitor their own time
and complete the
necessary daily activities.
4/5/23