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.
Promoting social and behavior. awareness to develop a Supports students in taking
Development and Seeks to understand positive classroom climate. leadership in developing a
responsibility within a cultural perceptions of caring community that is
caring community Some students share in caring community.7/14/23 Students demonstrate responsive to the diverse Students take leadership in
where each student is responsibility for the efforts to be positive, cultural norms of identities resolving conflict and
treated fairly and classroom community. Students participate in accepting, and respectful of of all students. creating a fair and respectful
respectfully occasional community differences. classroom community where
building activities, Students take responsibility student’s home culture is
designed to promote resolving conflicts and included and valued.
caring, fairness, and maintaining a caring Students communicate with
respect. 7/14/23 classroom community. empathy and understanding
Students promote respect in interactions with one
and appreciation for another.
differences.
I strive to create a
supportive atmosphere
and stimulate discussions.
My students are
encouraged to share their
life experiences. Students
also practice social
situations with me and
their peers through role
playing and social stories.
Evidence
Students have
responsibilities including
classroom chores and
kitchen cleaning. 7/14/23
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. 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
Creating physical or interaction between students are taught in single lessons structures for interaction diversity within and beyond
virtual learning can support learning. or sequence of lessons to during learning activities Integrates a variety of the classroom.
environments that support student learning. that ensures a focus on and structures for interaction
promote student completion of learning that engage students Selects from a repertoire of
learning, reflect tasks. constructively and structures for interaction to
diversity, and productively in learning. ensure accelerated learning
encourage for the full range of
constructive and Some students use available students.
productive resources in learning Students use resources Students routinely use a
interactions among environments during provided in learning Students use a variety of range of resources in Students participate in
students instruction. environments and interact resources in learning learning environments that monitoring and changing
with each other to environments and interact relate to and enhance the design of learning
understand and complete in ways that deepen their instruction and reflect their environments and structures
learning tasks in single understanding of the diversity. for interactions.
lessons or sequence of content and develop Students share in
lessons. 7/14/23 constructive social and monitoring and assessment
academic interactions. of interactions to improve
effectiveness and develop a
positive culture for learning.
I strive to create a safe
classroom environment,
where students can express
themselves. I model cultural
respect and talk about
“tolerance of others
Evidence differences” in class. I also
encourage positive social
interactions during play
time. 7/14/23
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
Establishing and curriculum. Engages in reflection on rigorous learning.
maintaining learning their own language and
environments that are Explores strategies to Models and provides behavior that contributes to
physically, establish intellectual and instruction on skills that intellectual and emotional
intellectually, and emotional safety in the develop resiliency and safety in the classroom.
emotionally safe classroom. 7/14/23 support intellectual and
emotional safety. 7/14/23
Students develop and Students demonstrate
Students are aware of practice resiliency skills resiliency in perseverance
required safety procedures Students follow teacher Students take risks, offer and strategies to strive for for academic achievement.
and the school and guidance regarding opinions, and share academic achievement, and Students maintain
classroom rational for potential safety issues for alternative establish intellectual and intellectual and emotional
maintaining safety. self or others. perspectives7/14/23 emotional safety in the safety for themselves and
classroom. others in the classroom.
I work to make my
classroom into a “safe
space” free of hazards for
students. I strive to make
my classroom into an
environment where students
know that their mistakes are
learning opportunities. I try
to build trust with my
Evidence students. Achievements are
celebrated and cultural
differences are respected.
7/14/23

Element 2.4 Emerging Exploring Applying Integrating 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
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. 7/14/23
Students engage in a variety
of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem
solving in learning.
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.
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.

I tell students what they are

going to learn before I
teach the lesson. I ask open
ended questions, requiring
students to engage in deep
thinking. I keep lessons fun
and make positive
comments to create a
positive classroom
Evidence environment. Manage
behavior positively. 7/14/23

Element 2.5 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior. 7/14/23
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. 7/14/23
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.
Integrates equitable
expectations, positive
supports, and consequences
for individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
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.

As a virtual teacher, I
politely tell students what
behavior is unacceptable at
the time that it is
happening. I constantly try
to prevent and minimize
behavioral issues in the
classroom. I also use
positive reinforcement to
reinforce the behavior that
Evidence is acceptable which
encourages more acceptable
behavior. I tell students “I
like that you are listening.”
Or, “I like that you are
working so hard.” 7/14/23

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.
Employing classroom
routines, procedures, Responds to disruptive
norms, and supports behavior.
for positive behavior to
ensure a climate in
which all students can
learn
Students are aware of
procedures, routines, and
classroom norms.
Evidence
Develops routines,
procedures, and norms in
single lessons or sequence
of lessons with some
student involvement.
7/14/23
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. 7/14/23
I employ several routines in
my session. I start my
session with a greeting and
I casually chat with my
student. I end all of my
sessions with an upbeat
reward of some type that
the student enjoys including
a video or a joke. Sessions
start on and end on time.
7/14/23
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.
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.
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 lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
Evidence
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. 7/14/23
I try to organize materials
and pace my instruction to
optimize learning. I try to
use technology to maximize
my time. I am also well
prepared for my lessons.
7/14/23
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.