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
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is Students take leadership
responsibility within responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and classroom community. building activities, accepting, and respectful 7/15/23 10/22/23 community where
respectfully designed to promote of differences. student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 7/15/23
10/22/23
I explicitly teach students
strategies for resolving
conflicts in a peaceful and
respectful manner.
Students learn techniques
such as active listening,
compromising, using "I"
statements, and seeking
common ground. I guide
Evidence students in applying
these skills to address
conflicts independently
and eventually students
understand the routine.
7/15/23 10/22/23

Students actively
participate in class
meetings where they
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
discuss and address
issues related to
maintaining a caring
classroom community.
They have opportunities
to share their thoughts,
ideas, and concerns, and
work collaboratively to
find solutions. These
meetings provide a
platform for students to
take responsibility for
shaping their classroom
environment. 7/15/23
10/22/23
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 7/15/23
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or
students can support lessons or sequence of
virtual learning
learning. lessons to support
environments that
student learning. 7/15/23
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.
7/15/23
Evidence I utilize interactive online
platforms or educational
websites that offer
engaging activities,
games, and simulations to
support student learning.
These platforms may
provide opportunities for
practice, reinforcement,
and exploration of various
subjects. 7/15/23
I establish clear
collaboration norms and
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
10/22/23 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. 10/22/23 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
10/22/23 effectiveness and develop
a positive culture for
learning.
In my classroom,
students are seated in
groups of four to
support cooperative
learning. The class
contract that
highlights
expectations in the
classroom is visible
to all students. One
specific routine
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations with the implemented in my
students. These may classroom is to select
include guidelines for
respectful
1-2 students to share
communication, what is an active
constructive feedback, listener before a read
and valuing diverse aloud. 10/2023
perspectives. Students
learn to follow these
norms during
collaborative activities
and discussions. 7/15/23

I organize the classroom

into different learning
stations or centers, each
equipped with specific
resources related to the
lesson or topic. Students
rotate through these
stations, independently or
in small groups, to
explore and complete
tasks using the provided
resources. 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 addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise. 7/15/23
Establishing and
maintaining learning
Explores strategies to
environments that
establish intellectual and
are physically,
emotional safety in the
intellectually, and
classroom.
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 7/15/23
Evidence I ensure that emergency
procedures, such as fire
drills or lockdown drills,
are regularly practiced
with students. Students
are familiarized with
evacuation routes,
emergency exits, and
procedures to follow
during various
emergency situations.
7/15/23.
Students actively listen to
my instructions and
comply with safety
guidelines. They
understand the
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and 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. 10/22/23 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
7/15/23 10/22/23 resiliency in
Students develop and perseverance for
practice resiliency skills academic achievement.
Students take risks, offer and strategies to strive Students maintain
opinions, and share for academic intellectual and emotional
alternative perspectives. achievement, and safety for themselves and
10/22/23 establish intellectual and others in the classroom.
emotional safety in the
classroom.
I model resilience by
demonstrating a positive
attitude, perseverance,
and problem-solving
skills when faced with
challenges or setbacks.
They share personal
stories of overcoming
obstacles, emphasizing
the importance of
resilience in the learning
process. 7/15/23
Update: In our 15-20
minute community circle
at the end of the school
day, I model resilience by
showcasing a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
importance of following attitude, perseverance,
directions promptly and and problem-solving
accurately to maintain a skills in the face of
safe learning challenges. I encourage
environment. This students to share their
includes actions such as personal stories of
correctly using classroom overcoming obstacles,
materials, walking emphasizing the
instead of running, and significance of resilience
seeking permission in the learning journey.
before engaging in certain During these circles,
activities. 7/15/23 students actively listen to
my instructions and
adhere to safety
guidelines, understanding
the importance of
following directions
promptly and accurately
to maintain a secure
learning environment.
This includes actions such
as using classroom
materials correctly,
walking instead of
running, and seeking
permission before
engaging in specific
activities. 10/2023

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. 7/15/23 address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
achievement. expectations.
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. 7/15/23 problem solving across factual and analytical
10/22/23 subject matter. learning.

I implement a rigorous I provide scaffolding and

curriculum that support to help students
challenges students to develop accuracy,
think critically, analyze analysis, and problem-
information, and apply solving skills. This may
their knowledge. The involve modeling thought
content is aligned with processes, offering
grade-level standards and prompts, providing
is appropriately graphic organizers, or
challenging to promote facilitating small group
intellectual growth and discussions. The level of
skill development. support is gradually
7/15/23 adjusted to promote
independent thinking and
problem-solving abilities.
7/15/23
Evidence
I design mini lessons for
small groups to provide
an appropriate level of
challenge for all students.
During centers, my
students are grouped into
four homogeneous
groups and i meet with
every group providing
review, frontloading,
supplemental work, etc.
10/2023
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 7/15/23
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. 7/15/23 behavior and
behavior
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to
classroom rules and expectations for behavior expectations, accept individual and group Students demonstrate
consequences. and consequences and consequences and behaviors and encourage positive behavior,
respond to guidance in increase positive and support each other to consistent participation
following them. behaviors. make improvements. and are valued for their
7/15/23 10/22/23 unique identities.

Evidence I provide visual Students provide positive I implement a system to

reminders of small group feedback to their peers
expectations around the when they observe
classroom that outline the appropriate behavior or
standards for behavior. positive contributions.
This could be a chart, They offer specific
poster, or bulletin board compliments and
that prominently displays encouragement,
the classroom rules or highlighting the strengths
behavioral expectations. I and efforts of their
refer to these visual classmates. This fosters a
reminders as a routine supportive and uplifting
practice to reinforce the classroom environment.
importance of following 7/15/23
the standards. 7/15/23
I establish consistent
reinforcement by
rewarding positive
behaviors. My system of
rewards includes raffle
winners. As a class,
reinforce positive
behavior and recognize
students' efforts. This
may include verbal
praise, tangible rewards,
stickers, or a class reward
system. By highlighting
and celebrating positive
behaviors, I am able to
encourage students to
consistently meet high
standards. 7/15/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students earn a "raffle
winner" when they
consistently meet
behavior expectations.
Students receive raffle
tickets by reaching the
top of our class behavior
clip-up chart, which
occurs when they
consistently demonstrate
expected behavior and go
above and beyond
classroom expectations.
These tickets contribute
to their chances of
becoming a raffle winner.
10/2023

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 10/22/23 standards and culturally
Seeks to promote positive Provides positive relevant norms. 7/15/23
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. 7/15/23 climate that eliminate
Students receive routines, procedures, and most disruptive behavior.
correction for behavior norms and receive
that interferes with reinforcement for
Students are aware of learning, and positive positive behaviors.
procedures, routines, and reinforcement in Students are involved in Students share
classroom norms. following routines, Students receive timely assessment and responsibility with
procedures, and norms. and effective feedback monitoring of routines, teacher for managing and
7/15/23 and consequences for procedures, and norms in maintaining a positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.

I promote the I establish positive The classroom climate

development of a positive relationships with encourages open
classroom community by students, fostering a communication between
explicitly teaching and supportive and respectful the teacher and students.
reinforcing norms and classroom environment. Students feel comfortable
values that support a Strong teacher-student expressing their thoughts,
conducive learning relationships create a concerns, and ideas
environment. Students sense of trust and mutual regarding routines and
actively participate in respect, reducing the procedures. I actively
discussions about occurrence of disruptive listen to students'
expected behaviors, behaviors. Students are perspectives and
collaborate to create more likely to respond incorporates their input
classroom norms, and positively to redirection when appropriate,
engage in activities that and guidance from a fostering a collaborative
Evidence foster a sense of teacher they trust. and supportive learning
belonging and mutual 7/15/23 environment. 7/15/23
respect. 7/15/23
While students are in the
'ready to learn' category
on the clip-up chart, I
provide students with the
opportunity to advance to
the next level when they
actively engage in
activities such as
answering questions
during a math warm-up
or participating in a class
discussion. 10/2023

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
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. 7/15/23 activities and closure. instructional time.

Some students complete Students participate in Students use their Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities in time Students complete
allotted. learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 7/15/23
I carefully plan lessons,
considering the type of
lesson and its objectives.
Different types of lessons
(such as direct
instruction, group work,
or hands-on activities)
require different pacing
strategies. I consider the
nature of the lesson when
determining the
appropriate pace.
7/15/23
Evidence I allow flexibility in the
timeframes for
completing learning
activities. While there
may be general guidelines
for completing tasks,
students work at different
paces. Students have the
opportunity to work at
their own speed, ensuring
that they have adequate
time to understand and
complete the tasks
effectively. 7/15/23
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 are goals, and participate in
for extension and review. prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
To stay on track with my
long-term math unit
plans, I allocate a
dedicated day for catch-
up and reteaching. I
employ visual aids to
reinforce our math
structure. The lesson
begins with whole-class
instruction, followed by
students transitioning
into small group activities
within their respective
groups. Ultimately, we
reconvene for another
whole-class session to
review the most
challenging math
problems. 10/2023