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.
9.25.22 and behavior. 9.25.22 Incorporates cultural Supports students in
2.18.23 2.18.23 awareness to develop a taking leadership in
Promoting social
positive classroom developing a caring
Development and
climate. community that is Students take leadership
responsibility within
Some students share in Seeks to understand responsive to the diverse in resolving conflict and
a caring community
responsibility for the cultural perceptions of Students demonstrate cultural norms of creating a fair and
where each student
classroom community. caring community. 2.18.23 efforts to be positive, identities of all students. respectful classroom
is treated fairly and
9.25.22 accepting, and community where
respectfully
Students participate in respectful of differences. Students take student’s home culture is
occasional community responsibility resolving included and valued.
building activities, conflicts and maintaining Students communicate
designed to promote a caring classroom with empathy and
caring, fairness, and community. Students understanding in
respect. promote respect and interactions with one
9.25.22 appreciation for another.
2.18.23 differences.

Evidence Every morning, the class Just as students make a

goes over our promise to each other and
expectations and what the teachers, I also always
positive intentions we be a role model to students
want for the day. We go even when I might not be
over how we should be having the best day. I
treated and how to treat watch what I am doing
others. We go over our around students and be
classroom contract, and someone they can look up
we all promise to be kind, to. I have noticed how
good friends and that we observant the students are,
are all intelligent and and even what I say, they
loved. When students notice. When students are
break our expectations, having a hard time doing
we are reminded of the or saying something, I
promises we make every bring myself as an example
morning. Students so they can see how they
sometimes even call out could have handled
friends who are not something better. 9.25.22
following the promise we
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
made each other in the
morning.
The class works together
to make each other proud
and their teachers proud.
Most of the time, the class
aims to work on conflicts
on their own before
calling out a teacher for
help. 9.25.22
We have continued our
same routines and
schedules from the
beginning of the year to
keep students in the same
practice. We have
adapted some of our
morning schedules since
students come in and
settle in a little quicker.
We have added a morning
calendar time, as well as
adding a star of the week
share. Students know our
expectations and know
what to expect for our
Kindergarten Day. We
still go over the game
plan for the day every
morning. 2.18.23
I try to incorporate
classroom-building
activities in morning
meetings to start our day
on a good foot. For
example, we talk about or
read about ways that we
call to be kinder, more
likable, friendlier, and
simply a good person to
others. These moral books
and conversations get
students to talk about ways
they can be good, caring,
fair, and respectful. 9.25.22
As mentioned, we continue
incorporating our similar
routine from the fall into
the spring semester. There
are a few changes here and
there, but overall, it stays
the same for the students
to know what is expected.
For example, one
significant difference was
that our classroom
contract changed. Instead
of the teachers making the
contract, the students
decided what they wanted
to put on the agreement as
a class, giving them more
control. Once everyone
agreed, everyone signed it.
Another change was
having Star of the Week.
For Star of the Week, one
student gets chosen every
week, and they get to be
the star. They get to be the
line leader and bring
pictures of themselves and
their family. In addition,
they get to wear a crown
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and share their favorite
items with the class. We
pick a new star in January
and change it every week
until we end in June. This is
great because we get to
learn more about our
students and their families
and what they do in our
community. 2.18.23.
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. 2.18.23
Is aware that structured
Creating physical or interaction between
virtual learning students can support
environments that learning.
promote student 9.25.22 2.18.23
learning, reflect
diversity, and
encourage
constructive and Some students use
productive available resources in
interactions among learning environments
students during instruction.
2.18.23
Evidence We use structure and know
the importance of it in our
classroom. We aim to have
the same routine every day
in the classroom so that
students understand what is
expected of them and how
they should do things. We
always start our mornings
the same:
 Put our
backpacks away.
 Take out snacks
Exploring Applying Integrating Innovating
Experiments with and/or Develops physical Maintains physical Adapts physical and/or
virtual learning environments that reflect environments that reflect environments flexibly to
environments that student diversity and student diversity and facilitate access to a wide
support student learning. provide a range of provides a broad range of range of resources that
2.18.23 resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
Structures for interaction during learning activities diversity within and
are taught in single that ensures a focus on Integrates a variety of beyond the classroom.
lessons or sequence of and completion of structures for interaction
lessons to support learning tasks. that engage students Selects from a repertoire
student learning. 2.18.23 constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students use a variety of Students routinely use a
resources in learning range of resources in Students participate in
environments and learning environments monitoring and changing
Students use resources interact in ways that that relate to and enhance the design of learning
provided in learning deepen their instruction and reflect environments and
environments and understanding of the their diversity. structures for
interact with each other content and develop Students share in interactions.
to understand and constructive social and monitoring and
complete learning tasks in academic interactions. assessment of
single lessons or interactions to improve
sequence of lessons. effectiveness and develop
2.18.23 a positive culture for
learning.
In Kindergarten, we want
students to build great
friendships and learn how
to emotionally and
socially get along with
everyone. We build on
this idea by having
students work in groups
at times and have them
collaborate, whether
doing a physical project,
working on a story, or
having them complete
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and lunch.
 Wash hands.
 Sign in and sit
down for the
morning meeting.
We then go over the class
contract, as well as
classroom expectations, and
go over positive
affirmations before starting
the day. 9.25.22
something together on an
iPad. If we assign
something to students to
work on as a group, we
teach a lesson, have them
brainstorm in a group,
and then have them
complete the activity. A
recent example was when
we learned about famous
athletes, and students had
to work together to make
a foosball table. They
were only given supplies
and had to work together
to make the foosball table.
Students learned how to
get along with others to
make choices, and that
partnership resulted in
completing the foosball
table. 3.1.23
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 emotional environment
as they arise. 2.18.23 2.18.23 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. support intellectual and classroom.
emotionally safe
2.18.23 emotional safety. Students demonstrate
resiliency in
Students are aware of Students develop and perseverance for
required safety Students take risks, offer practice resiliency skills academic achievement.
procedures and the Students follow teacher opinions, and share and strategies to strive Students maintain
school and classroom guidance regarding alternative perspectives for academic intellectual and emotional
rational for maintaining potential safety issues for achievement, and safety for themselves and
safety. 9.25.22 self or others. 2.18.23 establish intellectual and others in the classroom.
emotional safety in the
classroom.
We communicate openly We communicate openly
to students about what is to students about what is
expected if there is an expected in an emergency
emergency or how they or how they should
should behave if behave if something
something occurs. We occurs. We have had a
believe that being open few drills this year, and
with our students and students now know how
keeping them in the loop important it is to be ready
Evidence about what is going on is for emergencies. We talk
super essential for them about it and communicate
to know. 9.25.22 with students so they are
in the know rather than
afraid.

Students understand how

important it is to listen to
a teacher for guidance.
3.1.23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. Is aware of the importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
importance of targeted learning goals. challenge. and thinking. research, analysis and
maintaining high Works to maintain high Holds high expectations Integrates strategic purposeful use of
expectations for students. expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
2.18.23 while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. 2.18.23 address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Students engage in a
Some students ask for Some individuals and variety of differentiated Students actively use Students take
teacher support to groups of students work supports and challenges supports and challenges responsibility to fully
understand or complete with the teacher to in ways that promote to complete critical utilize teacher and peer
learning tasks. 9.25.22 support accuracy and their accuracy, analysis, reading, writing, higher support, to achieve
comprehension in their and problem solving in order thinking, and consistently high levels of
2.18.23 learning. learning. problem solving across factual and analytical
9.25.22 2.18.23 subject matter. learning.

Evidence Students will have We have centers

questions and we make throughout the week, and
sure they are confident it gives us the
and comfortable enough opportunity to check in
with us to ask any with our students and see
questions or concerns how they are doing.
they may have. 9.25.22 9.25.22

We continue building on Our literacy centers still

that positive relationship happen three times a
with our students so they week. We have been
feel comfortable with us. harder on our students,
They are now not afraid where we tell them we
to ask questions if need expect a little more out of
be. 3.1.23 them. This is because
they want to avoid
challenging themselves
and want only to write
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
one sentence instead of
two or three. Usually, by
this time in kindergarten,
students should be able
to write three or more
sentences in twenty
minutes. We continue
letting our students know
we love them and support
them but know they can
do more. 3.1.23

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
9.25.22 and explains expectations high standards for individual and group role in monitoring and
2.18.23 for individual and group individual and group behavior within and maintaining high
behavior. 9.25.22 2.18.23 behavior. across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
Developing, Reviews standards for references to standards students to self-assess,
communicating, and Refers to standards for behavior with students in for behavior prior and monitor, and set goals for
maintaining behavior and applies single lessons or during individual and individual and group
high standards for consequences as needed. sequence of lessons in group work. behavior and
individual and group 9.25.22 anticipation of need for participation.
behavior 2.18.23 reinforcement. 2.18.23
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
Students know consequences and behaviors and encourage consistent participation
expectations for behavior increase positive and support each other to and are valued for their
Students are aware of and consequences and behaviors. make improvements. unique identities.
classroom rules and respond to guidance in
consequences. following them.
9.25.22 9.25.22 2.18.23
2.18.23

We aim to have the same By having a classroom

routine every day in the contract that we go over
Evidence classroom so that students every morning, students
understand what is know our classroom
expected of them and how expectations and what we
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they should do things. We expect of them daily. We
always start our mornings also have a clip chart for
the same. We also have a behavior and clip up or
classroom contract that we down depending on the
go over every morning so student's behavior. We
that students know what is tend to favor the positive
expected of them. 9.25.22 and try not to be so
negative, but sometimes
As an update, students we clip down for students
are aware of our to reflect, and then we
classroom expectations clip back up whenever we
and rules. They help see good behavior.
create many of them. 9.25.22
3.1.23
By this time of the year,
students know our
expectations. However, I
still review with them
what is expected and ask
them to tell me our rules
for every activity or
lesson we do. This helps
keep them in check and
accountable for their
behavior. 3.1.23

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. 2.18.23 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. 2.18.23 development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Provides positive relevant norms.
Seeks to promote positive behavior supports. Promotes positive
Responds to disruptive behaviors and responds Responds appropriately behaviors and Promotes positive
behavior. to disruptive behavioral to behaviors in ways that consistently prevents or behaviors and establishes
9.22.22 9.23.22 lessen disruptions to the refocuses behaviors preventions and a
2.18.23 2.18.23 learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students receive
correction for behavior
that interferes with
Students are aware of learning, and positive
procedures, routines, and reinforcement in
classroom norms. following routines,
9.22.22 procedures, and norms.
2.18.23 2.18.23
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
positive behaviors.
Students are involved in Students share
Students receive timely assessment and responsibility with
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.

Evidence We have a clip chart for As a classroom teacher, I

behavior and clip up or aim to be a positive role
down depending on the model and always do the
student's behavior. We right thing in front of my
tend to favor the positive class. When a student or
and try not to be so students are not doing
negative, but sometimes what they are supposed
we clip down for students to, I give a general
to reflect, and then we reminder/warning to the
clip back up whenever we whole class. Then I start
see good behavior. We by reminding students
also pull students to the individually, and then I
side and talk to them use the behavioral chart
when we see a constant or pull students to the
behavior going on. We side and talk to them
feel it is important to when there is
make sure students feel independent work. I also
seen and heard and by try to call out on positive
pulling them to the side, behavior and not always
we get to have the one on on the negative, so
one with them. 9.23.22 students want to be
praised for their excellent
work. 9.23.22

As an update, I continue
to be a positive role
model for students. We
aim to discuss any
conflicts with the
students the moment
they happen so students
can be accountable for
their actions and all
parties can discuss what
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
happened. We aim to stop
negative behavior when it
happens. 3.1. 23

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. 9.25.22 2.18.23
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
9.25.22
2.18.23
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9.25.22 2.18.23
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9.25.22
2.18.23
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. 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.

Evidence To keep my pace and In Kindergarten, we aim

have good transitions
between lessons and the
following activities, I
ensure not to stay on a
topic or assignment for
too long and, after around
twenty minutes, move on
to the next exercise. I also
use many class calls so
that students stay on task
and know how much time
we have left until we
move on to the next
activity or break.
9.25.22
to keep lessons short and
simple because students
get tired of sitting and
need to move around.
That is why I aim to add
videos or moving parts to
the lesson so that
students do not have to
sit for so long. Also, when
having students complete
independent work, I give
them a reasonable
amount of time
throughout the day to
complete any unfinished
work.

I base my lessons on the

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
time the curriculum says
the assignment should
take, but I may add or
take time to ensure it fits
my class's needs. For
example, if I see that
students finish quicker
than I thought they
would, I add in extra
practice or activity for
them to do. I also change
to the next topic if I see
students understand. If
students need more time
or review, I make sure to
add that to the next day's
lesson. 9.25.22

Similar to fall, if students

need more time to
complete assignments,
we make sure to have
time allotted in the day to
finish up work. Since the
year is almost over and
students are completing
more tasks, there are
more times in the day for
students to complete
their work. Right now, it
is busy because open
house is around the
corner. If students need
more time to complete
work, we work with them
in small groups. 3.1.23