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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in
and behavior. awareness to develop a taking leadership in Students take leadership
Promoting social Seeks to understand positive classroom developing a caring in resolving conflict and
Development and cultural perceptions of climate. community that is creating a fair and
responsibility within caring community. responsive to the diverse respectful classroom
a caring community Some students share in Students demonstrate cultural norms of community where
where each student responsibility for the Students participate in efforts to be positive, identities of all students. student’s home culture is
is treated fairly and classroom community. occasional community accepting, and respectful included and valued.
respectfully building activities, of differences. Students take Students communicate
designed to promote responsibility resolving with empathy and
caring, fairness, and conflicts and maintaining understanding in
respect. a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I reward students for
following instructions
and completing tasks by
allowing them to have
free time or independent
time. I encourage a safe
and respectful classroom
by addressing issues of
racism, bias, and
Evidence prejudice. Additionally, I
link mental health
resources and support
for students on google
classroom. (7.15.23)
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
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect Students use resources constructively and of structures for
diversity, and Some students use provided in learning Students use a variety of productively in learning. interaction to ensure
encourage available resources in environments and resources in learning accelerated learning for
constructive and learning environments interact with each other environments and Students routinely use a the full range of students.
productive during instruction. to understand and interact in ways that range of resources in
interactions among complete learning tasks deepen their learning environments Students participate in
students in single lessons or understanding of the that relate to and enhance monitoring and changing
sequence of lessons. content and develop instruction and reflect the design of learning
constructive social and their diversity. environments and
academic interactions. Students share in structures for
monitoring and interactions.
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I teach each lesson in Students meet each day in
order in single day 57-minute class periods.
sequences that have Students have open
historical connections as seating to encourage
we move through our diversity and allow
Evidence units. All structures are students to exchange
thought out and arranged conversations that foster
at the beginning of the learning. (7.15.23)
school year on a unit
calendar that is available
for students. (7.15.23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and
laws regarding safety addresses safety issues
that are required by the regarding materials,
site, district, and state. student interactions, and
Responds to behaviors the organization of the
that impact student learning environments.
safety as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
I address sensitivity to
content that may trigger
some students before
instruction. However, I
could survey students on
sensitive material before
delivery.
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility
risks to physical, students to take risks and with the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and
achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.

Evidence Mental health resources

are linked on my google
classroom however I can
address mental health
within the classroom on a
weekly basis to ensure
mental safety. (7.15.23)
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. 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. expectations for to meet high
support for all achievement. 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. problem solving across factual and analytical
subject matter. learning.

Students taking AP Students are met with

European are expected to
meet and pass certain
expectations and utilize
critical thinking, writing,
and problem-solving
skills. As a new teacher I
can be clearer on the
Evidence expectations and the
rigor of the class.
(7.15.23)
rigor and college
readiness demands of
critical thinking skills and
writing skills across all
nine units. Students are
expected to use the
resources and guides to
further their
understanding of the
requirements of LEQs
and DBQs. (7.15.23)
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. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

I address expectations
before individual or
group work. This
includes instructions,
staying on task, and the
learning objectives of the
assignment or activity.

Evidence Students engage in the

activities and stay on
task. Students
understand that getting
off task will result in
extra homework. Most
work is completed in
class in groups. (7.15.23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 routines and procedures monitoring and reflecting participating in
single lessons to support in single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons responsive and engage and norms in ways that and adjusting routines
with some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
Responds to disruptive monitoring of norms. learning climate that Classroom climate
behavior. Seeks to promote builds on student integrates school
Employing positive behaviors and Provides positive behavior strengths. standards and culturally
classroom routines, responds to disruptive supports. relevant norms.
procedures, norms, behavior. Responds appropriately to Promotes positive
and supports for behaviors in ways that behaviors and Promotes positive
positive behavior to lessen disruptions to the consistently prevents or behaviors and establishes
ensure a climate in Students are aware of Students receive learning climate. refocuses behaviors preventions and a
which all students procedures, routines, and correction for behavior Students participate in disruptive to the learning positive classroom
can learn classroom norms. that interferes with routines, procedures, and climate. climate that eliminate
learning, and positive norms and receive most disruptive behavior.
reinforcement in reinforcement for positive
following routines, behaviors. Students are involved in Students share
procedures, and norms. assessment and responsibility with
Students receive timely monitoring of routines, teacher for managing and
and effective feedback and procedures, and norms in maintaining a positive
consequences for ways that improve the classroom climate that
behaviors that interfere learning climate. promotes learning.
with learning.
I respond to disruptive I establish a routine with
behavior by usually an essential question at the
asking students to put beginning of each lesson. I
their phone on my desk, have students collaborate
face forward, or quietly with neighboring students
pulling students aside. and then engage in class
Evidence (7.15.23) discussion. Each day
students take notes and
then partake in a short
activity that reinforces the
learning objective.
(7.15.23)

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
Evidence
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.
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
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 Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and goals, and participate in
for extension and review. are prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
I establish a routine with
an essential question at
the beginning of each
lesson. I have students
collaborate with
neighboring students and
then engage in class
discussion.
Each day students take
notes and then partake in
a short activity that
reinforces the learning
objective. At the end of
the class period we
review what we have
learned and address
questions and need for
clarification (7.15.23)