Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates
expectations for fair and
respectful behavior to
support social
development.
Promoting social
Development and
responsibility within a
caring community
Some students share in
where each student is
responsibility for the
treated fairly and
classroom community.
respectfully
9/24/20
Models fair and respectful
behavior. Demonstrates
commitment to fairness and
respect in communications
with students about
language and behavior.
Seeks to understand
cultural perceptions of
caring community. 9/24/20
Students participate in
occasional community
building activities,
designed to promote
caring, fairness, and
respect. 5/2/21
10/2022
Reinforces positive,
responsible, and respectful
student interactions. Assists
students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
5/2/21
10/2022
4/2023
Students demonstrate
efforts to be positive,
accepting, and respectful of
differences. 4/2023
Develops shared
responsibility with students
for resolving conflict and
creating and maintaining a
caring classroom
community.   value of all members.
Supports students in taking
leadership in developing a
caring community that is
responsive to the diverse
cultural norms of identities
of all students.
Students take responsibility
resolving conflicts and
maintaining a caring
classroom community.
Students promote respect
and appreciation for
differences.
Facilitates student self-
reflection and ongoing
improvement of the caring
community based on
respect, fairness, and the
Students take leadership in
resolving conflict and
creating a fair and
respectful classroom
community where student’s
home culture is included
and valued. Students
communicate with empathy
and understanding in
interactions with one
another.

Evidence Students generally work to
include their peers, whether
on the yard or in class.
However, they do not have
a deep sense of communal
responsibility where they
feel that their actions
directly affect their
classmates. For example, a
student who is very
apathetic about math
continuously disrupts the
class without recognizing
that she is not only
hindering her own ability
to learn, but that of her
classmates as well. 9/24/20
I encourage my students at
all times to take
responsibility for their own
success, both academically
and socially. Whether on
the yard while supervising
recess or in the classroom
during a lesson, I attempt at
all times to communicate
with my students fairly and
respectfully, and expect the
same from them in return.
9/24/20
Students are working to
recognize the effects of
their actions upon their
community and peers. For
example, they recently
wrote letters to their
classmates expressing their
apologies for disrupting
I have been working with
my students to interact
respectfully with their
peers both inside the
classroom and out. In the
classroom, we discuss how
that includes respecting
students’ questions and
academic struggles and
acknowledging that
learning is a growth
process and should
therefore never be
something shameful or
embarrassing. Outside the
classroom, I help students
negotiate conflicts by using
“I statements” such as, “I
feel hurt when…” rather
than “you statements” such
as, “You’re always so
mean to me!” 5/2/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them from learning at
times, as well as their
appreciation for the
assistance they provide
each other when working
together to reach a
common goal. 5/2/21
Students participate in team
building activities such as
the marshmallow challenge
to encourage teamwork and
collaboration. 10/2022
I use a lot of partner work
in all my classes, and
students are graded on their
collaborative skills to
encourage effective
communication and
teamwork. 10/2022
Students work together
frequently throughout the
semester and consistently
demonstrate their
willingness to embrace
their peers’ differences and
support them in their
learning. 4/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging
Is aware of the importance
of the physical and/or
virtual learning
environments that support
student learning.
Is aware that structured
interaction between
Creating physical or
students can support
virtual learning
learning. 9/24/20
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use available
productive
resources in learning
interactions among
environments during
students
instruction. 9/24/20
Evidence My classes are currently
composed primarily of “in-
person” students with a
handful of remote learners
who join the class via
zoom. While I understand
the importance of a positive
learning environment and
the role that student
interactions can play, I am
finding it incredibly
challenging to provide the
appropriate framework
while managing 2 highly
varied learning
environments. 9/24/20
Exploring
Experiments with and/or
virtual learning
environments that support
student learning.
Structures for interaction
are taught in single lessons
or sequence of lessons to
support student learning.
5/2/21
10/2022
Students use resources
provided in learning
environments and interact
with each other to
understand and complete
learning tasks in single
lessons or sequence of
lessons. 5/2/21
10/2022
As we have thankfully
transitioned back to fully
“in-person” learning, I have
been able to provide many
opportunities for student
interaction throughout my
lessons. Students are given
brief opportunities to share
their answers and “peer
check” their work multiple
times a week, and are given
time to work with peers on
various assignments and
problems about every other
week. 5/2/21
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on and
completion of learning
tasks. 3/2023
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.
3/2023
I give students the
opportunity to interact
with their peers both
formally and informally
throughout almost every
lesson. Activities such as
“sage and scribe,” "think-
pair-share" or "compare
with a partner" allow
them to bounce ideas off
of each other, receive
input or guidance from
their peers and work
together to innovate new
ideas. 3/2023
Integrating
Maintains physical
environments that reflect
student diversity and
provides a broad range of
resources, displays, and
artifacts that are current and
integral to instruction.
Integrates a variety of
structures for interaction
that engage students
constructively and
productively in learning.
Students routinely use a
range of resources in
learning environments that
relate to and enhance
instruction and reflect their
diversity.
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for
learning.
Innovating
Adapts physical and/or
environments flexibly to
facilitate access to a wide
range of resources that
engage students in learning.
Ensures that environments
enhance learning and
reflect diversity within and
beyond the classroom.
Selects from a repertoire of
structures for interaction to
ensure accelerated learning
for the full range of
students.
Students participate in
monitoring and changing
the design of learning
environments and
structures for interactions.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The students who are
learning in a virtual format
have quickly become adept
at using the technology, and
take advantage of features
such as private messenger
and such to interact with
their peers who are also
learning virtually.
However, there is almost no
interaction between the 2
groups of students, in part
because of the difficulties
bridging the gap and in part
because I have neglected to
facilitate such interactions.
9/24/20
Students work together to
accomplish the tasks set to
them, often providing
guidance to classmates who
may need it and/or working
together to figure out a
solution when neither
student in a pair feels
confident in their answer
initially. 5/2/21
Students are given many
opportunities in a lesson to
interact with their peers.
These interactions are
sometimes teacher-directed
(where I assign partners or
groups) and often times
student-led where I instruct
students to find a partner
with whom to compare
answers and check their
work. In each scenario, I
instruct students on
appropriate interactions and
what is expected of them,
and students are able to
work collaboratively to
check their work and
correct any mistakes.
10/2022
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include physical, intellectual, and
impact student safety as environments. 5/2/21 examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 10/2022 Engages in reflection on rigorous learning.
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes to
environments that are
emotional safety in the instruction on skills that intellectual and emotional
physically,
classroom. 9/24/20 develop resiliency and safety in the classroom.
intellectually, and
support intellectual and 3/2023
emotionally safe
emotional safety. 5/2/21
Students demonstrate
Students are aware of Students follow teacher Students develop and resiliency in perseverance
required safety procedures guidance regarding Students take risks, offer practice resiliency skills for academic achievement.
and the school and potential safety issues for opinions, and share and strategies to strive for Students maintain
classroom rational for self or others. 9/24/20 alternative perspectives. academic achievement, and intellectual and emotional
maintaining safety. 5/2/21 establish intellectual and safety for themselves and
10/2022 emotional safety in the others in the classroom.
classroom. 3/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence Physical safety has become
a factor of utmost concern
as private schools have
reopened during the Covid-
19 Pandemic. As such, a
large focus in my
classroom is on proper
hygiene and safety,
including wearing masks,
washing and/or sanitizing
hands before entering or
leaving a room, and
remaining in their
designated seats behind
their desk shields. With
regard to emotional and
intellectual safety, I place a
strong focus on growth
mindset in my class,
creating a safe space to
make mistakes as well as
opportunities to grow.
9/24/20
Students observe phsyical
safety guidelines, including
wearing masks, sanitizing
often and maintaining
distance wherever possible.
Students are learning that it
is okay to make mistakes
and that mistakes help us
learn. 9/24/20
A big focus in my Students work
classroom is on resiliency collaboratively many times
and developing a growth throughout a unit to
mindset. As such, I provide discover new ideas and test
many opportunities for out their ideas. They
students to correct their support each other as they
mistakes and learn from innovate new ways of
them, encouraging them to solving problems and work
view mistakes and failure together to achieve
as a stepping stone to success. 3/2023
success rather than the end
of the road. I also model
this personally, publicly
acknowledging my
mistakes to my students
and showing them how we
can use our mistakes to fuel
further growth. 5/2/21
Students are slowly
growing more comfortable
acknowledging their
mistakes and being willing
to risk giving a wrong
answer as they come to
recognize that it is all part
of the learning process.
5/2/21
I work to reduce any
potential embarrassment
for students whenever
possible. For example, a
student who receives a
modified test is always
given a test that looks
identical to the rest, with
the same heading and
format, and I make sure to
always keep her test at the
bottom of the pile when
passing them out so that I
can hand it to her discreetly
without anyone else
realizing that she received
a different test. 10/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are comfortable
sharing their ideas and
brainstorming various ways
to solve problems. They are
not afraid to have a wrong
answer as we focus
tremendously on using
those as an opportunity for
growth. 10/2022

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous
learning environment on learning environment that
accuracy of answers and includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the importance targeted learning goals.
of maintaining high Works to maintain high
expectations for students. expectations for students
Creating a rigorous
while becoming aware of
learning environment
achievement patterns for
with high expectations
individuals and groups of
and appropriate
students. 9/24/20
support for all
5/2/21
students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. 9/24/20 with the teacher to support
accuracy and
comprehension in their
learning. 5/2/21
10/2022
Develops a rigorous
learning environment that
includes accuracy, analysis,
problem solving, and
appropriate levels of
challenge.
Holds high expectations for
students. Has an
understanding of
achievement patterns, and
uses scaffolds to address
achievement gaps. 10/2022
Students engage in a
variety of differentiated
supports and challenges in
ways that promote their
accuracy, analysis, and
problem solving in
learning. 4/2023
Integrates rigor throughout
the learning environment
that values accuracy,
analysis, and critical
reading, writing and
thinking.
Integrates strategic
scaffolds and technologies
throughout instruction that
support the full range of
learners in meeting high
expectations for
achievement. 4/2023
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of learning.
Supports students to utilize
an extensive repertoire of
differentiated strategies to
meet high expectations.
Students take responsibility
to fully utilize teacher and
peer support, to achieve
consistently high levels of
factual and analytical
learning.

Some students will Since I understand that all
come to me outside of students learn and work at
different paces and
class time to ask for different levels, I have put
additional support, certain structures in place
Evidence whether with in my classroom to
homework or material accommodate the students.
that was covered in For example, students are
given a cap on how much
class. Students will time should be spent on
I hold very high
expectations for all my
students and they have
been able to rise to the
challenge. For example,
one student whom I am
now teaching for the third
year (6th, 7th and now 8th
grade) began her first year
with me by insisting that
I hold high expectations for
my students, and help them
meet those expectations by
providing scaffolding and
support as needed. For
example, we have been
working on solving word
problems by identifying the
important information,
highlighting key details and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
also ask for help
during class to review
the previous night’s
homework or to clarify
material discussed that
day. 9/24/20
homework each night, to
allow the students who
work more slowly or who
find the material more
challenging to review the
material without growing
overly frustrated or
resentful. 9/24/20
I place a heavy emphasis
on accuracy and precision
in the classroom,
encouraging students to use
academic language
whenever possible, such as
“five and two tenths” rather
than “five point two.” This
helps students both in
developing their academic
language and in furthering
their understanding of
mathematical concepts as
they work on precision and
accuracy in the classroom.
5/2/21
she could not do math no honing in on the specifics
matter what. Over the of the question. In this way,
course of our time together, students have learned how
I explained to her (and her to approach and solve word
classmates) what my problems. 4/2023
expectations were and what
I would do to support them
and enable them to meet
those expectations. This
student has since become
an A student and excels in
math. 10/2022
Students participate in
lessons and learning
opportunities by selecting
the method that feels most
doable to them, whether
that is presenting their data
graphically vs in a table
etc. 4/2023

Students are becoming

more adept at speaking
with precision, as well as
showing their work to
ensure accuracy. 10/2022

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations,
communicating, and rules, and consequences for
maintaining individual and group
high standards for behavior.
individual and group
behavior
Refers to standards for
behavior and applies
consequences as needed.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence
of lessons in anticipation of
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. 9/24/20
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual
and group behaviors.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
need for reinforcement. 5/2/21
Students know Students follow behavior
expectations for behavior expectations, accept
Students are aware of and consequences and consequences and increase
classroom rules and respond to guidance in positive behaviors. 9/24/20
consequences. following them. 5/2/21
Evidence Students are involved in
creating our class rules,
providing rules that they
feel will lead to an
environment conducive to
learning. Before beginning
an activity or when
introducing something
new, I review our rules and
guidelines repeatedly,
asking for student input as
well, to ensure that students
feel prepared to work as
expected. 9/24/20
behavior and participation.
10/2022
4/2023
Students respond to Students demonstrate
individual and group positive behavior,
behaviors and encourage consistent participation and
and support each other to are valued for their unique
make improvements. identities.
10/2022
4/2023
I have established very
clear rules, routines and
structures in the classroom.
Students are well aware of
the effects that their actions
will have on themselves,
including their grades
where applicable, and their
peers. Students are eager to
support each other in
improving their behavior to
enable everyone to
succeed. 10/2022

Students strive to increase

their positive behaviors.
For example, a student who
was struggling both
academically and
behaviorally, after
receiving a note from me
praising a moment of great
behavior, came to class the
next day prepared to learn
and participate,
demonstrating an increased
interest in the lesson.
9/24/20

I set very clear

expectations for my
students regarding behavior
and work ethic. Students
are expected to be prepared
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for class and do what is
expected of them without
being asked. Expectations
are clear and predictable
(e.g. begin the warm-up as
soon as the bell rings), so
that students are able to
comply without being
constantly told what to do.
5/2/21

Students respond well to

the consistent structure and
routine in the classroom
and understand that
negative or disruptive
behaviors will elicit
consequences. Conversely,
they recognize that positive
behaviors will engender
certain privileges and
opportunities that they may
not have been entitled to
otherwise (for example,
being allowed to choose
partners rather than having
them assigned). 5/2/21

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 single procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
norms, and supports lessons to support student single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
for positive behavior learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
to ensure a climate in student involvement. students in the culturally responsive. focuses on maximizing
which all students can development and Maintains a quality learning.
learn monitoring of norms. learning climate that builds Classroom climate
10/2022 on student strengths. integrates school standards
Seeks to promote positive 4/2023 and culturally relevant
behaviors and responds to Promotes positive norms.
Responds to disruptive disruptive behavior. Provides positive behavior behaviors and consistently
behavior. 9/24/20 supports. prevents or refocuses Promotes positive
Responds appropriately to behaviors disruptive to the behaviors and establishes
behaviors in ways that learning climate. preventions and a positive
lessen disruptions to the classroom climate that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of Students receive correction
procedures, routines, and for behavior that interferes
classroom norms. with learning, and positive
reinforcement in following
routines, procedures, and
norms. 9/24/20
5/2/21
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors. 5/2/21
10/2022
4/2023
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
10/2022
4/2023
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that
improve the learning
climate.
eliminate most disruptive
behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.

Evidence Students are involved in Classroom routines are

creating classroom rules.
Additionally, my classroom
has a well-established
routine so that students
know what to expect at all
times and are prepared
accordingly. Misbehavior
is promptly redirected, first
with a general reminder to
the class and, if necessary,
with a more direct
reminder to the student.
Positive behaviors are
consistently acknowledged,
such as by commending
those students who are
ready for class on time or
acknowledging a student
for raising her hand to ask
a question. 9/24/20
Students are promptly
redirected when behavior
interferes with learning,
and equally quick to
receive positive feedback
when exhibiting
exceptional behavior.
consistent and well-
structured to allow every
student to successfully
participate in class.
Behavior, whether positive
or negative, is swiftly
addressed and supports are
provided to students who
need it, such as establishing
a signal for when a student
feels they need to take a
break in the hallway or
encouraging students to use
fidget toys as an
appropriate means of
releasing some of their
excess tension and/or
energy. 5/2/21
The routine in the
classroom continues to be
structured and predictable
so that students know what
to expect and can do what
is expected of them.
Students receive prompt
feedback on their behavior,
whether good or bad, to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Positive feedback is given ensure that everyone is able
pubiicly, privately, and, at to learn without disruption.
times, to a students’ parents 10/2022
to encourage additional
positive behavior. 5/2/21

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 lessons.
Using instructional Some students complete
time to optimize learning activities in time
learning allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student work
time and transitions to
optimize learning. 9/24/20
Students complete learning
activities and, as needed,
may receive some
adjustments of time allotted
for tasks or expectations
for completion. 9/24/20
5/2/21
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure. 5/2/21
10/2022
4/2023
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
10/2022
4/2023
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.

When planning a lesson, I While teaching a lesson, I

always try to take into
account whether it is
something familiar to the
students or something
brand new, as well as
whether they are likely to
find it challenging or grasp
the concept quickly. I then
Evidence decide how much time to
allocate to a given lesson
based on my assessment.
9/24/20
Most sudents complete the
activites in the time
allotted. For those who
finish early, I have fast
finisher packets that they
try to determine whether
the planned assignments
are appropriate at a given
time based on students’
comprehension. For
example, if students to
require more time than
anticipated for a specific
lesson, I may choose to
change or postpone the
homework assignment to
allow them to further
develop their conceptual
understanding before
asking them to develop the
procedural fluency. 5/2/21
Throughout a given lesson,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
can work on to challenge I allot time for instruction,
themselves. For those who individual practice, peer
need more time, they are work/review, and
either given a modified questions. Time allotted for
version of the assignment each activity is often
or allowed to continue adjusted based on student
working while the rest of needs to ensure that they
the class moves on. 9/24/20 have the time needed to
develop the conceptual
In lieu of a fast-finisher understanding and
packet which simply procedural fluency.
provided more challenging 10/2022
problems, students who
finish early are now
provided with an
enrichment activity which
encourages them to further
develop their conceptual
understanding of the
material being presented in
class, as well as to engage
in higher-level thinking.
Students who tend to
require more time to
complete an activity are
either provided with more
scaffolding at the outset to
ensure they can succeed, or
receive a pared-down
version of the assignment
which still allows them to
develop and/or review the
same concepts and skills,
yet is more manageable for
those students within the
given time frame. 5/2/21