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 responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully. classroom community. building activities, accepting, and respectful community where
9/15/23 designed to promote of differences. 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.
I try to model clear
expectations for behavior,
use students' names, and
value their ideas. I ensure
equal participation
opportunities through
various multimodal
strategies.
Students also contribute
Evidence to our classroom
community through
assigned roles during
activities and I make sure
all students have access to
necessary materials
(printed copies, digital
versions available on
Google Classroom, etc.).
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
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. 9/15/23 constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I personally appreciate
structure and consistency.
I promote collaboration
by encouraging students
to build on each other's
ideas and provide clear
Evidence rules for interactions.
Flexible seating
arrangements are used to
adapt to various activities
(group discussion,
labwork, science circle,
etc.), and the classroom is
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
organized for easy access
to materials.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and
laws regarding safety that
are required by the site,
district, and state.
Responds to behaviors
that impact student safety
as they arise.
Establishing and
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of
required safety
procedures and the
school and classroom
rational for maintaining
safety. 9/15/23
I actively model
respectful discourse and
provide diverse avenues
for student participation,
such as spoken
discussions, 4-corners
activities, and exit cards.
As I continue to get to
know my students better,
I aim to enhance these
Evidence strategies further,
ensuring that every
student feels respected
and secure in our learning
community.
Exploring
Recognizes and addresses
safety issues regarding
materials, student
interactions, and the
organization of the
learning environments.
Explores strategies to
establish intellectual and
emotional safety in the
classroom.
Students follow teacher
guidance regarding
potential safety issues for
self or others.
Applying Integrating
Anticipates and reduces Integrates support for
risks to physical, students to take risks and
intellectual, and offer respectful opinions
emotional safety using about divergent
multiple strategies that viewpoints.
include examining biases
in the learning
environment and
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 develop and
Students take risks, offer practice resiliency skills
opinions, and share and strategies to strive for
alternative perspectives academic achievement,
and establish intellectual
and emotional safety in
the classroom.
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
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
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. 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. 9/15/23 and problem solving in problem solving across factual and analytical
learning. subject matter. learning.

I attempt to maintain a
rigorous learning
environment with high
expectations with
appropriate support for
students. For example,
when exploring cellular
processes within the
context of “healing”, we
Evidence explore understanding
and communication
through various
performance
expectations, encouraging
students to strive for a
deep understanding of
the subject
matter/concepts over
rote memorization of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
content material. I also
mantian awareness of
individual and group
dynamics, working
closely with students who
seek additional support to
enhance their
comprehension.

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
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. 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. 9/15/23 behaviors. make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
It is important to
establish clear
expectations, rules, and
consequences for
behavior, ensuring that
students are aware of
classroom norms and
potential consequences. I
actively involve students
in setting expectations,
communicate and model
these standards, and
return to or review them
periodically to reinforce
the importance of
behavior standards. This
Evidence approach is reflected in
other classroom activities
, such as group work and
labs, where I establish
clear roles (materials
manager, project director,
safety manager, etc.) and
provide feedback to
students to promote
positive behavior.
Additionally, I make
efforts to consistently
respond to inappropriate
behavior, maintaining
behavior standards and
consequences.

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
Employing classroom
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
routines, procedures,
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
norms, and supports
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
for positive behavior
some student students in the are culturally responsive. and procedures focuses
to ensure a climate in
involvement. development and Maintains a quality on maximizing learning.
which all students
monitoring of norms. learning climate that Classroom climate
can learn
builds on student integrates school
strengths. standards and culturally
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
9/15/23
I believe students need to
be involved in developing
classroom routines and
norms. I use visual cues to
gain student attention
(awkward coyote) or
auditory cues (waterfall)
to ensure smooth
Evidence
transition/refocusing of
attention. Additionally, I
consistently reinforce
positive behavior by
acknowledging students
who adhere to these
routines and norms.

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Using instructional
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
time to optimize
how transitions and for sufficient student instruction, checking for learning. Supports
learning
classroom management work time and transitions understanding, students in the monitoring
impact pacing and to optimize learning. completion of learning of instructional time.
lessons. activities and closure.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students use their
Some students complete Students complete Students participate in instructional time to Students monitor their
learning activities in time learning activities and, as and complete a variety of engage in and complete own time, are engaged in
allotted. needed, may receive some learning activities in the learning activities and are accomplishing learning
adjustments of time time allotted with prepared for the next goals, and participate in
allotted for tasks or options for extension sequence of instruction. reflection,
expectations for and review. self-assessment, and goal
completion. 9/15/23 setting.

Currently I notice that

many students, but not
all, complete learning
activities within the
allotted time, but I strive
to pace instruction with
consideration for various
lesson and learning types,
and seek different
strategies to adjust for
sufficient student work
time. I aim to ensure that
Evidence students can complete
learning activities
(in-class) while making
necessary adjustments to
accommodate their needs
without compromising
the rigor of the course.
My aim is to improve
pacing, making informed
decisions about what to
modify (cut/skip, extend)
while maintaining overall
course goals and rigor.