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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community 07/17/2210/20/22 responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
respectfully classroom community. building activities, efforts to be positive, 05/07/23 community where
designed to promote accepting, and respectful student’s home culture is
caring, fairness, and of differences. Students take included and valued.
respect. 07/17/2210/20/22 responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 05/07/23
Restorative justice is in Restorative justice is an
place in the classroom integral part of the
where students and classroom where the
teacher(me) are held focus is on accountability
accountable for their rather than punishment.
actions, not by The teacher and students
punishment but to work together to find
remedy and solve the solutions to problems
problem caused, giving caused, fostering a sense
everyone a sense of of responsibility for one's
Evidence
responsibility for their actions. To support this
own action. 07/17/22 approach, activities like
Margaret's Place are
In addition, the students incorporated into the
help each other in their curriculum. Additionally,
responsibilities, giving students are encouraged
them sense of belonging, to help each other and
uniting them as class. work together, promoting
07/17/22 a sense of belonging and
class unity.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom norms are
created where students In this supportive
are open to speak about environment, open
their feelings. Teacher communication is
leads with example of encouraged, and students
using a 10 second pause feel comfortable
when there are sensitive discussing their feelings.
issues then act after 10 The teacher models this
seconds. Students behavior by using a 10-
understand that there are second pause before
strengths and addressing sensitive
weaknesses in each issues. Students are
student and are actively taught to value each
working in groups to other's strengths and
practice safe student weaknesses and engage
discourse. 10/20/22 in safe and respectful
discourse within group
activities. 05/07/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction
environments that learning tasks. that engage students Selects from a repertoire
promote student 07/17/2210/20/22 constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 05/07/23 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources
productive available resources in provided in learning Students use a variety of Students routinely use a Students participate in
interactions among learning environments environments and resources in learning range of resources in monitoring and changing
students during instruction. interact with each other environments and learning environments the design of learning
to understand and interact in ways that that relate to and enhance environments and
complete learning tasks in deepen their instruction and reflect structures for
single lessons or understanding of the their diversity. interactions.
sequence of lessons. content and develop Students share in
constructive social and monitoring and
academic interactions. assessment of
07/17/2210/20/22 interactions to improve
effectiveness and develop
a positive culture for
learning. 05/07/23
Students work in To ensure maximum
strategically formed student productivity,
groups based on multiple seating charts are
factors based in Element carefully crafted after
1 and encouraged to have thorough observation
group learning and during the first quarter.
Evidence student discourse. Pairing EL students with
07/17/22 bilingual students enables
a better learning
Students utilize the time environment for both
to have student discourse parties, while students
and get the task done. who synergize in positive
07/17/22 ways are strategically
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Seating charts are created
strategically after first
quarter of observation to
maximize student
productivity. EL students
are paired with bilingual
students, students who
work together to
synergize are placed near
each other while students
who synergize in
disrupting the class are
separated. Students are
also given activities
where they must
participate in forum style
response on the
Schoology (LMS) to learn
proper netiquette as well
as learning other's views
with everyone being able
to participate by posting a
response. 10/20/22
placed near each other to
foster collaborative
learning. On the other
hand, disruptive students
are separated to maintain
classroom harmony. In
addition, students
participate in forum-style
activities on the school's
LMS, Schoology, where
they can practice proper
netiquette and engage
with one another in a safe
and respectful manner.
These activities
encourage students to
share their perspectives
and learn from their
peers, promoting a
culture of inclusivity and
open-mindedness in the
classroom. 05/07/23
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. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom. 05/07/23
emotionally safe
emotional safety. Students demonstrate
Students are aware of 07/17/2210/20/22 resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding practice resiliency skills academic achievement.
school and classroom potential safety issues for Students take risks, offer and strategies to strive Students maintain
rational for maintaining self or others. 07/17/22 opinions, and share for academic intellectual and emotional
safety. alternative perspectives achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 05/07/23
Students are careful in Each lesson plan is tested The implementation of
classroom and when they before being delivered to Feelings Fridays in the
are interacting with the students. Students are classroom has become a
others. 07/17/22 encouraged to share their beloved activity for the
thoughts in a professional students. Even those who
method when they feel are not usually
something is awkward. comfortable speaking up
07/17/22 in class have been
participating, with many
Evidence The Feelings Fridays just choosing to share their
began in the classroom thoughts and emotions
and it has been one of through a provided
favorite activities for Google Forms link. The
students. Students who aim of Feelings Fridays is
are not open to talk to promote a safe and
actually participate and respectful environment
most are open to typing for discussion, where
in their responses in the students learn to be
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
google forms link to mindful of their words
share. Students and how they impact
understand that the others. By practicing this
Feelings Fridays are awareness in the
times where they watch classroom, students will
out for their words and I hopefully carry these
believe that will train skills with them outside
students to be also be of school as well.
watchful when being in a 05/07/23
situation outside of that
day. 10/20/22

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. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. 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. address achievement in meeting high differentiated strategies
and appropriate
gaps. 07/17/22 expectations for to meet high
support for all
achievement. 05/07/23 expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. 07/17/22 problem solving across factual and analytical
subject matter. 05/07/23 learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are given goals To help students meet the
and expectations expected learning
emotionally and outcomes, I provide them
academically in the with access to exemplary
beginning of the year. work from previous
Students are graded and years. Warm-up activities
given a response based are utilized to remind
on C.E.R. on all their students of their daily
assignments Great learning objectives, and
assignments are used as the difficulty of the
examples while poor activities increases
assignments are analyzed progressively. While
to better scaffold the students are challenged,
content. 07/17/22 they are also provided
with the necessary
Students work in groups support based on their
through student individual needs.
discourse, online
research, come to At the beginning of the
tutoring to help them year, students are
better coordinate their provided with both
Evidence emotional and academic
response to assignments
and activities. 07/17/22 expectations, which are
assessed through C.E.R.
Students have access to on all their assignments.
exceptional examples High-quality assignments
from previous years to are used as exemplars,
understand the expected while inadequate ones
learning outcomes that I are carefully analyzed to
have for them. Students assist with scaffolding the
are reminded of their content. To help students
learning goals everyday improve their
through warm ups that assignments and
increase in difficulty activities, they are
every day. While the encouraged to work in
level of the challenge groups, participate in
increases, the results are online research, and
assessed and students are attend tutoring sessions.
given proper assistance Through active student
as their individual needs discourse, they can better
require. 10/20/22 coordinate their
responses. 05/07/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and behavior and applies behavior with students in references to standards students to self-assess,
maintaining consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for sequence of lessons in during individual and individual and group
individual and group anticipation of need for group work. behavior and
behavior reinforcement. 07/17/2210/20/22 participation. 05/07/23

Students are aware of Students know Students respond to Students demonstrate

classroom rules and expectations for behavior Students follow behavior individual and group positive behavior,
consequences. and consequences and expectations, accept behaviors and encourage consistent participation
respond to guidance in consequences and and support each other to and are valued for their
following them. increase positive make improvements. unique identities.
behaviors. 05/07/23
07/17/2210/20/22

The grading scale is One NBPTS criteria that is

clearly delivered to evident in this
students and is based on description is
goals of the lesson that "Establishing and
has been discussed with Maintaining a Safe,
students, which includes Inclusive, and Respectful
student behavior. Learning Environment."
07/17/22 By setting up classroom
norms that address
Students understand and individual and group
Evidence follow the behavior and behavior, the teacher is
work ethics guidelines creating a safe and
that the class came up as inclusive learning
a whole. 07/17/22 environment for all
students. Additionally, by
Classroom norms that involving students in the
address individual and process of creating these
group behavior are set up norms, the teacher is
at the beginning of the promoting a sense of
year for students to ownership and
responsibility among
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
follow. This section is students. The grading
something that a one- scale, which is based on
time solution will not goals of the lesson and
work, but a collection of includes student
teacher guidance as well behavior, reinforces the
as student interactions importance of creating a
being built up. The respectful and productive
combination of common learning environment.
norms, 10 second pauses, Overall, the teacher's
Feelings Fridays as well approach demonstrates a
as frequent student commitment to creating a
discourse leads up to this positive learning
section. 10/20/22 environment that
supports all students.
05/07/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. 05/07/23 climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 07/17/2210/20/22 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive Students receive timely
reinforcement in and effective feedback
following routines, and consequences for
procedures, and norms. behaviors that interfere
with learning. 07/17/22
10/20/22
PBIS is illustrated in class
through clear and
positive expectations and
routines being discussed
and setup during the first
few weeks of class as well
as clear delivery of goals
set by students.
07/17/22
Students get used to
routines and what is
expected of them, start
reminding each other
about responsibilities and
norms. 07/17/22
Students participate in
many activities and
Evidence
routines that encourage
positive behavior and
good classroom climate.
Some of those are :
common norms, 10
second pauses, Feelings
Fridays and guided
student discourse.
Common norms are set
up in the first few weeks
of school and are adjusted
accordingly, 10 second
pauses encourage
students to express that
we need to take a pause
before saying something
(or even listening to
something), Feelings
Fridays encourage
monitoring of routines, teacher for managing and
procedures, and norms in maintaining a positive
ways that improve the classroom climate that
learning climate. promotes learning.
05/07/23
Students engage in
various activities and
routines that foster a
positive classroom
environment and
promote good behavior.
These include
establishing common
norms at the start of the
school year, making
adjustments as needed,
and using 10-second
pauses to encourage
thoughtful
communication.
Additionally, Feelings
Fridays provide
opportunities for social
and emotional learning,
and guided student
discourse helps students
learn how to work
collaboratively and
respectfully in groups.
These routines and
activities are essential in
creating a positive
classroom climate and
promoting positive
behavior among students.
05/07/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom social and
emotional learning as
well as respect, and
frequent guided student
discourse encourage
students to understand
how to work effectively in
a group with respect. All
of these are more are part
of the routines the
encourage positive
climate in classroom.
10/20/22

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
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 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.
07/17/2210/20/22 05/07/23
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
07/17/22 10/20/22 sequence of instruction.
05/07/23
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
Instruction is never In the classroom,
rushed and scaffolding is instruction is delivered at
used depending on the a deliberate pace, taking
results of formative and into account the results of
summative assessment. A formative and summative
lesson can be done over a assessments. Scaffolding
span of few days, such as is used to provide
Newton’s Laws activities additional support to
to give many students based on their
outlets/examples of individual needs. Lessons
understanding. are designed to be flexible
07/17/22 and adaptable, allowing
for extra time to be spent
Students know that they on topics that require
are expected to further exploration. For
participate and share example, the Newton's
publicly and privately if Laws unit was extended
they require assistance in to two weeks to ensure
understanding, taking that students had ample
charge of their own opportunities to fully
learning. 07/17/22 comprehend the material.
Evidence Students are empowered
Instruction and pacing of to take ownership of their
units are not under a own learning by actively
timeline but according to participating and seeking
student achievement and assistance when
understandings. necessary, both publicly
Formative and and privately. This
summative assessments encourages students to
are key in this type of develop a growth mindset
learning and students are and take charge of their
given adequate time to own academic success.
learn and share their 05/07/23
learning in both concept
and practice. Newton's
First law has taken a
week to learn while
Newton's Second law has
taken three weeks to
master. Students are not
lead to believe about time
constraints but learning
achievements. 10/20/22