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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the caring
respectful behavior to and respect in Assists students to resolve conflict and creating and community based on
support social communications with conflicts. (7/14/23) maintaining a caring respect, fairness, and the
development. students about language Incorporates cultural classroom community.   value of all members.
and behavior. awareness to develop a Supports students in
Promoting social Seeks to understand positive classroom climate. taking leadership in
Development and cultural perceptions of (7/14/23) developing a caring
responsibility within caring community. community that is Students take leadership
a caring community Students demonstrate responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in efforts to be positive, cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community accepting, and respectful identities of all students. respectful classroom
respectfully classroom community. building activities, of differences. (7/14/23) community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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.
Building relationships and
using those relationships
to create a positive
respectful environment for
student interactions is one
of my strengths, however I
held back from a higher
rating at this time because
I feel like I have room to
grow regarding the
Evidence language around shared
student responsibility. I
would like to see my
practice grow in the
direction of being able to
hold students to higher
levels of accountability so
they feel that shared sense
of responsibility in our
classroom and for their
learning. (7/16/23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or
students can support lessons to support
virtual learning
learning. student learning.
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and
students
during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or sequence
of lessons. (7/14/23)
Similarly to the previous
substandard, I rated
myself lower in terms of
the student action for this
category because I would
still like to grow my
Evidence
practice to be able to
support students with
higher levels of
accountability and
self-monitoring.
(7/16/23)
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
(7/14/23) artifacts that are current learning. Ensures that
and integral to environments enhance
Utilizes a variety of instruction. learning and reflect
structures for interaction diversity within and
during learning activities Integrates a variety of beyond the classroom.
that ensures a focus on structures for interaction
and completion of that engage students Selects from a repertoire
learning tasks. (7/14/23) constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students routinely use a
Students use a variety of range of resources in Students participate in
resources in learning learning environments monitoring and changing
environments and that relate to and enhance the design of learning
interact in ways that instruction and reflect environments and
deepen their their diversity. structures for
understanding of the Students share in interactions.
content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
Regarding teacher action
for the standard I
evaluated myself slightly
higher than the student
action because I do feel
like I use a variety of
structures to support
student learning and our
learning environment.
(7/16/23)
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. (7/14/23) in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning their own language and
environments that Explores strategies to Models and provides behavior that contributes
are physically, establish intellectual and instruction on skills that to intellectual and
intellectually, and emotional safety in the develop resiliency and emotional safety in the
emotionally safe classroom. (7/14/23) support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students develop and for academic
procedures and the Students follow teacher Students take risks, offer practice resiliency skills achievement.
school and classroom guidance regarding opinions, and share and strategies to strive for Students maintain
rational for maintaining potential safety issues for alternative perspectives academic achievement, intellectual and emotional
safety. self or others. (7/14/23) and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.

I chose the Exploring

rating for this
substandard due to the
language around
anticipating and reducing
risks to the emotional
safety of students in the
Evidence
next higher rating. I
would like to grow my
practice to feel more
confident that students
feel safe to take emotional
and intellectual risks in
my classroom. At this
time I do not feel like I am
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
there yet consistently.
(7/16/23)

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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and technologies learning.
learning expectations for students. while becoming aware of understanding of throughout instruction Supports students to
environment with achievement patterns for achievement patterns, that support the full range utilize an extensive
high expectations individuals and groups of and uses scaffolds to of learners in meeting repertoire of
and appropriate students. (7/14/23) address achievement high expectations for differentiated strategies
support for all gaps. achievement. to meet high expectations.
students
Some students ask for Some individuals and Students engage in a Students actively use Students take
teacher support to groups of students work variety of differentiated supports and challenges responsibility to fully
understand or complete with the teacher to supports and challenges to complete critical utilize teacher and peer
learning tasks. support accuracy and in ways that promote reading, writing, higher support, to achieve
comprehension in their their accuracy, analysis, order thinking, and consistently high levels of
learning. (7/14/23) and problem solving in problem solving across factual and analytical
learning. subject matter. learning.

At this time I believe that

I am at the Exploring
level in my practice
regarding this
substandard. I absolutely
Evidence strive for a rigorous
learning environment
however my planning
skills are still growing and
I am not sure if I truly
provide a rigorous
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
environment regularly.
(7/16/23)

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
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. (7/14/23) across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. (7/14/23) behavior and
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. (7/14/23) make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Holding students to high
standards regarding their
behavior is an area where
I feel like my practice is
holding steady, and can
definitely improve to
more advanced levels. I
Evidence do feel strongly about
students supporting each
other and using respectful
means of interacting, so
this has always been an
area that is naturally
supported by my practice.
(7/16/23)

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
Employing classroom involvement. development and Maintains a quality on maximizing learning.
routines, procedures, monitoring of norms. learning climate that Classroom climate
norms, and supports builds on student integrates school
for positive behavior Provides positive strengths. (7/14/23) standards and culturally
to ensure a climate in Seeks to promote positive behavior supports. relevant norms.
which all students Responds to disruptive behaviors and responds Responds appropriately Promotes positive
can learn behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
lessen disruptions to the consistently prevents or behaviors and establishes
learning climate. refocuses behaviors preventions and a
Students participate in disruptive to the learning positive classroom
routines, procedures, and climate. (7/14/23) climate that eliminates
norms and receive most disruptive behavior.
reinforcement for positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are aware of
procedures, routines, and
classroom norms.
Evidence
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.
Students receive
correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
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.
behaviors. Students are involved in
assessment and Students share
Students receive timely monitoring of routines, responsibility with
and effective feedback procedures, and norms in teacher for managing and
and consequences for ways that improve the maintaining a positive
behaviors that interfere learning climate. classroom climate that
with learning. (7/14/23) promotes learning.
This is an area of my
practice that is supported
by the curriculum that I
use to teach. The
curriculum purchased by
my charter organization
includes regular moments
of reflection embedded
within their units, so
students develop the skill
throughout the year.
(7/16/23)
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
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.
(7/14/23)
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection,
for extension and review. sequence of instruction. self-assessment, and goal
(7/14/23) setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I feel comfortable with my
overall pacing of my
instruction and skills to
unwrap a unit with
students, however I
cannot say with
confidence that I am
interweaving
assessments throughout
my pacing of instruction,
so I am hesitant to score
Evidence myself any higher.
(7/16/23)