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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness student interactions. Assists for resolving conflict and improvement of the caring
support social development. and respect in students to resolve creating and maintaining a community based on respect,
communications with conflicts. caring classroom fairness, and the value of all
students about language Incorporates cultural community. members. 7/13/22
and behavior. awareness to develop a Supports students in taking 12/11/22
Promoting social Seeks to understand positive classroom climate. leadership in developing a
Development and cultural perceptions of caring community that is
responsibility within a Some students share in caring community. Students demonstrate responsive to the diverse
caring community responsibility for the efforts to be positive, cultural norms of identities Students take leadership in
where each student is classroom community. Students participate in accepting, and respectful of of all students. resolving conflict and
treated fairly and occasional community differences. creating a fair and respectful
respectfully building activities, Students take responsibility classroom community where
designed to promote resolving conflicts and student’s home culture is
caring, fairness, and maintaining a caring included and valued.
respect. classroom community. Students communicate with
Students promote respect empathy and understanding
and appreciation for in interactions with one
differences. 7/13/22 another. 12/11/22

4/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This is the goal - to have
students take responsibility
in conflict resolution. We
don’t have many conflicts,
but discussions do get
heated. Students have done
a nice job with addressing
each other respectfully and
calling each other out in a
way that’s informative and
absolutely promotes
appreciation of differences
when it comes to ableism,
gender, race, and the
intersections of these
identities as well. 7/13/22
Evidence
From the very first day of
class, students know this is a
serious part of my class. We
do introductory lessons on
different cultures and have
discussions. We have a
discussion norms document
that remains a living
document. I always give
students the space to reflect
after discussions and ask
questions. Student surveys
indicate that no student feels
disrespected or undervalued
in my class. 7/13/22
Students use Google Forms
after writing body
paragraphs to set their own
goals and reflect on their
work. it also serves as a
revision of the paragraph
itself for students to increase
their scores. Students have
been coming up to me, even
when they get A’s to ask how
they can be better in the
future, How can they apply
these skills elsewhere?
12/11/22
We continue to norm before
texts, do extensive pre-
reading, hold discussions,
and ensure that empathy
comes first. 4/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of resources provides a broad range of range of resources that
student learning. for learning. 7/13/22 resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and reflect
interaction between students are taught in single lessons structures for interaction 12/11/22 diversity within and beyond
can support learning. or sequence of lessons to during learning activities the classroom.
support student learning. that ensures a focus on and Integrates a variety of
Creating physical or completion of learning structures for interaction Selects from a repertoire of
virtual learning tasks. that engage students structures for interaction to
environments that constructively and ensure accelerated learning
promote student productively in learning. for the full range of
learning, reflect Some students use available 7/13/22 students.
diversity, and resources in learning Students use resources 12/11/22
encourage environments during provided in learning Students use a variety of 4/30/23 Students participate in
constructive and instruction. environments and interact resources in learning monitoring and changing
productive with each other to environments and interact the design of learning
interactions among understand and complete in ways that deepen their Students routinely use a environments and structures
students learning tasks in single understanding of the range of resources in for interactions.
lessons or sequence of content and develop learning environments that
lessons. constructive social and relate to and enhance
academic interactions. instruction and reflect their
diversity. 7/13/22
Students share in
monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
12/11/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I could definitely do a better
job with the physical
environment of the
classroom. I have lots of
resources for students in my
office and classroom (both
physical and online) that
promote diversity in a big
way, but I should work on
the decor in the room
reflecting that. 7/13/22
Evidence
Students are always
interacting and engaging
before having time to
reflect. Resources range
from short stories, novels,
articles, film, television,
TED Talks, podcasts, and so
many other resources that
keep them on their toes. The
resources absolutely reflect
and promote diversity. I left
out the last part because I
could involve them more in
monitoring their own
assessments. 7/13/22
Since I share a classroom
with 4 other teachers, I use
my small board to
personalize and display
student work that is
reflective of student
identities and growth.
Resources used range from
Google Docs to other
creative art platforms that
students have used to make
collages and other creative,
visual productions of work.
12/11/22
Despite still sharing my
classroom, I’m working as a
leader on my team to
reconstruct the desks in the
room to be more inclined
toward cooperative
grouping. 4/30/23
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 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. examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. Engages in reflection on rigorous learning. 7/13/22
their own language and 12/11/22
Establishing and Explores strategies to Models and provides behavior that contributes to
maintaining learning establish intellectual and instruction on skills that intellectual and emotional
environments that are emotional safety in the develop resiliency and safety in the classroom.
physically, classroom. support intellectual and 7/13/22
intellectually, and emotional safety.
emotionally safe
Students are aware of Students develop and Students demonstrate
required safety procedures Students follow teacher Students take risks, offer practice resiliency skills resiliency in perseverance
and the school and guidance regarding opinions, and share and strategies to strive for for academic achievement.
classroom rational for potential safety issues for alternative perspectives academic achievement, and Students maintain
maintaining safety. self or others. establish intellectual and intellectual and emotional
emotional safety in the safety for themselves and
classroom. 7/13/22 others in the classroom.
12/11/22
4/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I always watch my own
language and the way I
present information.
Students follow suit and
demonstrate that they feel
safe. We use trigger
warnings and address
difficult topics carefully. I
have a code for students
who wish to walk out if
they feel uncomfortable. I
always follow up with them
later. 7/13/22
Evidence
Element 2.4 Emerging Exploring Applying Integrating
The norming document is
open to all and students
know we can always makes
changes even if it’s
phrasing something
differently to address a
concern. we talk about
diction and phrasing of
norms as a class to ensure
we all agree. Students are
proud of the norms and
respect them well. 7/13/22
Norms are created and
revisited often. Students
look out for each other and
have learned to respectfully
call each other out when
need be. I step in, if needed,
but the call for that has
become less over time.
12/11/22
Encouraging students to
take a stand for themselves
and their views can only
happen in a safe
environment, and that’s
how it’s been growing,
4/30/23
Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
support for all students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to support
accuracy and
comprehension in their
learning.
Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment that the learning environment learning environment in
includes accuracy, analysis, that values accuracy, which students take
problem solving, and analysis, and critical leadership in learning.
appropriate levels of reading, writing and Fosters extended studies,
challenge. thinking. research, analysis and
Holds high expectations for Integrates strategic purposeful use of learning.
students. Has an scaffolds and technologies Supports students to utilize
understanding of throughout instruction that an extensive repertoire of
achievement patterns, and support the full range of differentiated strategies to
uses scaffolds to address learners in meeting high meet high expectations.
achievement gaps. expectations for
achievement. 7/13/22 Students take responsibility
Students engage in a variety 12/11/22 to fully utilize teacher and
of differentiated supports peer support, to achieve
and challenges in ways that Students actively use consistently high levels of
promote their accuracy, supports and challenges to factual and analytical
analysis, and problem complete critical reading, learning. 7/13/22
solving in learning. writing, higher order
thinking, and problem 12/11/22
solving across subject 4/30/23
matter.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As an English teacher, it As I mentioned in the
means a lot to me that column to the left, all
students are challenged by students utilize my office
the texts we read and that hours - the highest grades
they feel they can come to and lowest. They feel safe
me if they need assistance. working with me and
My student with low grades having dialogues with each
come to my office hours other to come up with ideas
and my students with the and critically think about
highest grades come to my the issues within the texts at
office hours. Students often hand. 7/13/22
pitch their own paper
topics, especially at the This was a big area of
high level with more growth for me. This year, I
autonomy, and the lower implemented the study of
level students have critical theory in my honors
scaffolds (ie: organizers and classes. Students are
sentence starters) to meet reading extensively about
and exceed that standards four critical theory lenses
we are addressing. 7/13/22 and using those lenses in
nearly entirely self-run
Each class, students Socratic Seminars. 4/30/23
Evidence
are using thinking
strategies to read more
deeply into the text at
hand. Whether that’s
annotating in order to.
analyze on a
characterization chart
or synthesizing
information to reveal
theme, students are
provided scaffolds and
charts to organize
information and later
use those scaffolds to
write their papers.
12/11/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and Refers to standards for
maintaining behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Exploring
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
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
Applying
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. 7/13/22
Students follow behavior
expectations, accept
consequences and increase
positive behaviors. 7/13/22
Integrating
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities. 7/13/22
12/11/22
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
12/11/22
Innovating
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring
and maintaining high
standards for individual and
group behaviors.
Students demonstrate
positive behavior,
consistent participation and
are valued for their unique
identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students need more
practice in group work. I
should have them working
in groups more often.
That’s something I’ve
started to implement, and
it’s gone quite well. My
grading has reflected group
member work better than in
the past. 7/13/22
Students are aware of
individual work
consequences and they are
entirely equitable. For
groups, I have gotten better
at changing my rubric and
class format, so I can watch
the groups work together
and ensure grading is done
fairly. My grouping as
gotten way better. 7/13/22
I’ve never taken grouping
as seriously as I do now. In
the past, students were
grouped as a mean of
touch-points and if it went
further, that’s great. Now,
it’s a means of better
understanding texts and
engaging all students in
peer guidance. 4/30/23

Expectations are
equitable. Students
have plenty of time to
arrange meetings with
me or a TA for the
Evidence class. Students
frequently use these
extra meetings.
Students are using
supports when given.
Often, I’ll make an
outline available to all
students, but I ask
certain students to use
them. They usually
have copies made of
the outlines before I
even make it to their
desks. 12/11/22

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Responds to disruptive
Employing classroom behavior.
routines, procedures,
norms, and supports
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction
for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Maintains regular use of
routines and procedures
that are culturally
responsive and engage
students in the development
and monitoring of norms.
Provides positive behavior
supports.
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.
Students receive timely and
effective feedback and
consequences for behaviors
that interfere with learning.
Engages students in
monitoring and reflecting
on routines, procedures,
and norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on
student strengths.
Promotes positive
behaviors and consistently
prevents or refocuses
behaviors disruptive to the
learning climate.
Students are involved in
assessment and monitoring
of routines, procedures, and
norms in ways that improve
the learning climate.
7/13/22
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate
integrates school standards
and culturally relevant
norms. 7/13/22
12/11/22
Promotes positive
behaviors and establishes
preventions and a positive
classroom climate that
eliminate most disruptive
behavior. 7/13/22
12/11/22
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.
12/11/22
4/30/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As I mentioned earlier,
students always have access
to class rules and norms.
Not only is norming
ongoing, my syllabus is
also a living document.
Students are able to let me
know when systems aren’t
working, and we make
collective decisions to
better things for all. 7/13/22
Evidence
Element 2.7 Emerging Exploring Applying Integrating
Students love the way I start
my classes. The “Do Now” is a
quotation without a question of
specific task. I’ve taught them
to not try to write what I want.
It’s been quite freeing for
many of them. They know that
when they come in, they start
the Do Now, and then we
discuss. I’ve gotten very
positive feedback on these
procedures. Students make
connections and behave
positively when they can make
connections using these
procedures to extrapolate to
other contexts. I also play
relaxing music while students
enter the room and start
working. 7/13/22
Students have a strong
understanding of the
classroom routines. Every
day, they come in and begin
writing in their notebook to
respond to the quotation or
piece of media displayed on
the board. I play music, and
students know that when
music is on, it’s time to
focus and begin working.
12/11/22
The reliable routine has
continued and allowed me
to expand upon Do Now
styles. Students recently
used Frida Kahlo’s
paintings as an introduction
to character portrait poetry.
4/30/23
Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Paces instruction based on
curriculum guidelines.
Develops awareness of how
transitions and classroom
management impact pacing
and lessons.
Using instructional
time to optimize Some students complete
learning 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.
7/13/22
Paces instruction to include
ongoing assessment of
student learning. Supports
students in the monitoring
of instructional time.
7/13/22
12/11/22
Students use their
instructional time to engage
in and complete learning
activities and are prepared
for the next sequence of
instruction. 7/13/22
12/11/22
4/23/30
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
Because the classes don’t
meet as often, I could work
on increasing the
accountability for students
who are unprepared for
next class. 7/13/22
Due to our alternative
schedule, my classes are
very well planned to a T.
There are assessments of
some kind every week and
they are all very different.
Class time is used well, and
students are well prepared
for the next class due to the
work given during the
previous week. The
structure is organized and
easy to follow. 7/13/22
While students are not yet
pacing themselves, I have
really nailed down our
block seminar time, and I
use every minute to my
advantage. The best is when
students come out of the
class and can't believe that
an hour and a half has gone
by, That’s the goal. 4/30/23

I could spend less time

Evidence on warmups, but things
are timed out well. I
want to embed more
time to debrief, but
students have plenty of
time for activities and
to complete tasks in
class. I always give
students time
warnings, so they
know how long they
have to write. 12/11/22