Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.
In my classroom, I always
am modeling appropriate
behavior and respect.
Students also learn during
the first weeks of class the
expectations not just for me
but with each other and how
to behave and interact
appropriately. I try to
incorporate community
Evidence building right away to
establish a fun respectful
environment. Students are
always expected to respect
each other and the school
community as a whole.
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Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community.   the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. Students take student’s home culture is
responsibility resolving included and valued.
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.
I continue to practice the
items and methods
previously method. I set
clear and boundaries and
expectations in my
classroom starting with day
one. I reinforce these
expectations. I always set
the example for my students.
When conflict does occur, I
make sure to have
conversations with students
and have them mend
relationships when needed.
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I continue to work with
students to help them solve
problems and demonstrate a
positive attitude in class
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Creating physical or Structures for interaction
virtual learning Is aware that structured are taught in single
environments that interaction between lessons or sequence of
promote student students can support lessons to support
learning. student learning.
learning, reflect
diversity, and
encourage
constructive and
productive
interactions among Students use resources
students Some students use provided in learning
available resources in environments and
learning environments interact with each other
during instruction. to understand and
complete learning tasks in
single lessons or
sequence of lessons.
Students frequently work in
groups or in pairs to complete
tasks, work, and even quiz each
other. I also often let students sit
outside to change the
environment around them with
the expectation that work is still
completed at the same standard.
I give students a variety of
resources to study including,
Evidence graphs, pictures, text, primary
sources, and videos.
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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.
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.
I continue to practice the
items and methods
previously method. Students
can move about the room for
activities. Students are using
technology in the classroom
and engaging in a variety of
texts and other sources.
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Students learn in a safe
welcoming environment.
When the weather is nice we
also will go outside to work
to allow students a new
environment to work.
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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
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
about divergent viewpoints.
district, and state. interactions, and the emotional safety using maintenance of a safe
Responds to behaviors organization of the multiple strategies that physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning Engages in reflection on focused on high quality
environment and their own language and and rigorous learning.
Establishing and
curriculum. behavior that contributes to
maintaining learning intellectual and emotional
Explores strategies to
environments that safety in the classroom.
establish intellectual and Models and provides
are physically,
emotional safety in the instruction on skills that
intellectually, and
classroom. develop resiliency and
emotionally safe Students develop and
support intellectual and practice resiliency skills and
emotional safety. strategies to strive for Students demonstrate
Students are aware of academic achievement, and resiliency in
required safety Students follow teacher establish intellectual and perseverance for
procedures and the guidance regarding Students take risks, offer emotional safety in the academic achievement.
school and classroom potential safety issues for opinions, and share classroom. Students maintain
rational for maintaining self or others. alternative perspectives intellectual and emotional
safety. safety for themselves and
others in the classroom.
I strive to make sure my I continue to practice the
classroom is a safe, clean, items and methods
and welcoming room. previously method. I will
Students are taught that the have conversations with
classroom is a space for students about the words we
everyone to learn, no matter use and how to conduct
their learning style, starting ourselves in class.
point, or past struggles. 10/16/2022
Students are encouraged to
Evidence participate in asking Students are often asked
questions and discussion. I questions where they need
have modeled this behavior to give their opinion and
and students are very open why they think a certain
to offering opinions and way. When we discuss these
asking questions. questions, I make sure
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all sides are presented.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging
Focuses the rigor of the
learning environment on
accuracy of answers and
completion of learning tasks.
Is aware of the importance
of maintaining high
expectations for students.
Creating a rigorous
learning environment
with high expectations
and appropriate
support for all students
Some students ask for
teacher support to
understand or complete
learning tasks.
Exploring
Strives for a rigorous
learning environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students.
Some individuals and groups
of students work with the
teacher to support accuracy
and comprehension in their
learning.
Applying
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.
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
Integrating
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.
Students actively use
supports and challenges to
complete critical reading,
writing, higher order
thinking, and problem
solving across subject
matter.
Innovating
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.

As I teach, I always try I continue to practice the

and make my
expectations clear for any
assignment, project,
chapter, or unit. When
working on projects I
work step by step with
students and I give
rubrics to the students so
they understand exactly
what is expected. I create
Evidence lessons that will
challenge the students as
they learn the standards.
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items and methods
previously method. I hold
high expectations for my
students. I give my
students clear
instructions and rubrics
to help guide them on
their learning. I scaffold
material, lessons, and
projects.
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I hold high expectations for
my students. I give my
students clear instructions
and rubrics to help guide
them on their learning.
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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
maintaining Refers to standards for
high standards for behavior and applies
individual and group consequences as needed.
behavior
Students are aware of
classroom rules and
consequences.
Evidence
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.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
I have high expectations for
my students. I always let
them know what I expect. I
also set a routine for my
classroom starting on day
one and continue to remind
them of these routines.
Student behavior is always
dealt with but can be dealt
with in different ways
depending on the situation. I
always first deal with the
behavior myself and provide
ways for students to learn
from their mistakes. My
students tend to follow these
expectations and accept
consequences when
necessary.
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Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using systems
supports, and consequences that ensure students take an
for individual and group active role in monitoring and
behavior within and across maintaining high standards
learning activities. for individual and group
behaviors.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group Students demonstrate
behaviors and encourage positive behavior, consistent
and support each other to participation and are valued
make improvements. for their unique identities.
I continue to practice the
items and methods
previously method. Through
various activities students
can bond and learn together.
Students learn to encourage
each other and work as a
team on activities to help
each learn. Students are
encouraged to self reflect on
decisions and behavior.
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I have high standards for
my students both
individually and in
groups. Students have
participation points on
their gradebook and are
encouraged to support
each other
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for single
lessons to support student
learning.
Employing classroom
routines, procedures,
norms, and supports Responds to disruptive
behavior.
for positive behavior
to ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
Exploring
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.
Applying
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.
Integrating
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.
Innovating
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning.
Classroom climate integrates
school standards and
culturally relevant norms.
Promotes positive behaviors
and establishes preventions
and a positive classroom
climate that eliminate most
disruptive behavior.
Students share
responsibility with teacher
for managing and
maintaining a positive
classroom climate that
promotes learning.

Students learn and I continue to practice the

practice routines starting
on day one. I strive to
have a classroom culture
that allows all students to
learn without fear, and to
respect each other in
their learning. When
Evidence issues do occur I deal
with them immediately or
same day. I always try to
have meaningful
conversations with my
students to understand
the issues and reinforce
positive behavior.
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items and methods
previously method. When
disruptive behaviors
occur they are addressed
and I quickly refocus the
class to stay on task.
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I have a set routine every
day that I follow and
students are aware of. I
have good classroom
management skills that
helps the class stay on
task.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Exploring
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.
Applying
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.
Integrating
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.
Innovating
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.

Every lesson that I plan is I continue to practice the

thought out to have
pacing that will keep
students engaged during
our class time. Students
are given time in class to
work on assignments so
that they may work with
others or receive
additional help. Warm-up
questions are used to
Evidence check in with the
students at the start of
class.
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items and methods
previously method.
Students use the
instructional time wisely.
I support students when
needed and adjust the
time that will benefit the
students the most.
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I make sure to schedule
quizzes and assessments
to monitor student
learning. I lesson plan
wisely and make sure
each lesson builds off
each other.
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