Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect. 9/22/22
Students sign an
agreement to treat the
teacher and their peers
with respect by always
listening actively, waiting
for an appropriate time to
respond, and using
constructive/kind
language in all situations.
Evidence When students are put
into small groups
(breakout rooms) they
begin their activity by
sharing one positive thing
they would like to gain
from the activity and
working with others.
9/22/22
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community. the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. 5/2/23 Students take student’s home culture is
responsibility resolving included and valued.
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. 10/23
Similar to the agreement Students are required in
students sign, I model the each LiveLesson class to
respectful behavior that reply respectfully to at
is required by always least 3 students’ posts or
giving students space to comments posted on the
ask questions and share community board. If they
concerns, responding find themselves
constructively and kindly, disagreeing, they are to
and offering solutions explain their point of
that reinforce that it’s view while also validating
good to ask questions, the input of the original
make mistakes, and learn student’s comment or
from them. 5/2/23 post to foster good will
and a positive, growth-
oriented community.
10/23
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
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 content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
9/22/22 academic interactions. assessment of
5/2/23 interactions to improve
effectiveness and develop
a positive culture for
learning. 12/4/23
Students have easy access For our online platform, I Due to being in an
to resources for each learned to adapt exclusively online
lesson before they enter resources and activities to environment, the physical
the Zoom room and support students that environment portion of
throughout the lesson. would not be present in a this element does not
Guided notes are physical room, such as apply. For the rest, the
continually shown on offering multiple options new level of the CSTP was
Evidence
screen to show students for assessments that reached by promoting
where they should be support kinesthetic, new conversations in the
focused. Activities and visual, hearing, and other students’ Discussion Post
breakout rooms are types of learners. 5/2/23 assignments. 12/4/23
collaborative and invite
students to build on their
peers’ ideas. 9/22/22
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.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. 9/22/22 and 5/2/23 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom. 10/23
Evidence Students are encouraged Students are directed
to take in different each week to our online
ideas/perspectives within portal for ELA class
a lesson (from peers or where all class rules and
me) and offer a respectful regulations are listed,
counter. The co-teacher including honor code,
and I will offer different respecting others
viewpoints on a topic and opinions and
demonstrate how to perspectives, and how to
actively listen to the other reflect on personal work.
and provide Students are encouraged
speaking/listening tools to read through other
to meet at a common students’ blog posts and
ground (if possible). post constructive
Negative or “heated” feedback and also update
behavior is never instructor if they have
tolerated. 9/22/22 and changed their personal
5/2/23 opinion on a discussed
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
maintaining high expectations for students
Creating a rigorous
expectations for students. while becoming aware of
learning
achievement patterns for
environment with
individuals and groups of
high expectations
students. 9/22/22
and appropriate
support for all
students
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning.
Includes learning goals
for each assignment so
that students are aware
of why they are
completing an
assignment and what
skills they are building. I
do not sway away from
Evidence those goals in order to
enforce the importance of
setting a goal and
reaching it, no matter
how much help is needed.
9/22/22
topic. 10/23
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. 5/2/23 expectations for to meet high
achievement. expectations.
Students engage in a
variety of differentiated Students actively use Students take
supports and challenges supports and challenges responsibility to fully
in ways that promote to complete critical utilize teacher and peer
their accuracy, analysis, reading, writing, higher support, to achieve
and problem solving in order thinking, and consistently high levels of
learning. 9/22/22 problem solving across factual and analytical
subject matter. 10/23 learning.
For submitted Openly display all
assignments, especially classroom submission
Portfolios expectations, including
(essays/projects), I send rubrics and minimum
back detailed feedback requirements for all
rubrics that include students. Students are
where the student able to see how to
excelled, where they properly complete an
could adjust their assignment without
approach/thinking, and confusion, as well as
where they could push areas where they can
further to reach a higher push themselves to think
level of understanding. more critically, such as by
Students have the completing additional
opportunity to revise as tasks listed on a rubric.
many times as they like to (See Unit 2 Portfolio
practice continual rubric for example).
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
problem solving. 9/22/22 10/23
The inclusion of self-
assessing goals and
options of how to
complete a project made
a higher-level thinking
environment. Students
were able to challenge
themselves based on their
own level of
understanding and create
unique goals that related
to the content described
above. 5/2/23

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. 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. 9/22/22 and make improvements. unique identities.
5/2/23 12/4/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are encouraged
to take in different
ideas/perspectives within
a lesson (from peers or
me) and offer a respectful
counter. The co-teacher
and I will offer different
viewpoints on a topic and
demonstrate how to
Evidence actively listen to the other
and provide
speaking/listening tools
to meet at a common
ground (if possible).
Negative or “heated”
behavior is never
tolerated. 9/22/22 and
5/2/23
Element 2.6 Emerging Exploring Applying
Employing classroom Establishes procedures, Develops routines, Maintains regular use of
routines, procedures, routines or norms for procedures, and norms in routines and procedures
norms, and supports single lessons to support single lessons or that are culturally
for positive behavior student learning. sequence of lessons with responsive and engage
to ensure a climate in some student students in the
which all students involvement. development and
can learn monitoring of norms.
Seeks to promote positive Provides positive
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
classroom norms. that interferes with Students receive timely
Students use their
discussion post
assignments to plan out
research topics for the
final Portfolio (research
essay). They share their
topic and provide
feedback on other
students’ topics. Students
are also required to share
their thesis statements to
modify their approach
and practice providing
feedback. 12/4/23
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
relevant norms.
Promotes positive
behaviors and Promotes positive
consistently prevents or behaviors and establishes
refocuses behaviors preventions and a
disruptive to the learning positive classroom
climate. climate that eliminate
most disruptive behavior.
Students are involved in Students share
assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive
reinforcement in
following routines,
procedures, and norms.
Evidence
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. 9/22/22 learning climate. 5/2/23 promotes learning.
and 12/4/23.
Classroom norms are The creation of the goal-
restated at the beginning setting activities on the
of each lesson, including rubrics for the major
how to ask questions projects this semester
respectfully and not be was the main goal to help
afraid to request extra give students more
clarification. In small agency in their growth
group work or open class and identification of
discussions, students are strengths. I consistently
reminded to actively modeled goal setting and
listen and respond kindly, assessing one’s academic
with no tolerance for skills and areas of growth
negative behavior. while encouraging
9/22/22 students for attempting
individually. 5/2/23 and
12/4/23.

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.
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
sequence of instruction.
9/22/22 and 5/2/23 and
12/4/23.
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
Background tasks, such as
taking roll or grading
assignments, is done
before class or in the
background via our
online system so that a
majority of the lesson
time is focused on
student learning and
activities. During
activities, students are
Evidence given a set amount of
time to complete the
activity and a list of key
topics to focus on that
will be used in the next
portion of the lesson or
new activity (guided
notes, collaborative
NearPod activity).
9/22/22 and 5/2/23 and
12/4/23.