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.
Evidence I have started to create an
environment where
students feel safe and
respected. We go over
classroom expectations
everyday and one big one
I always stress is being
respectful. I think I do
need to improve my
conflict resolution skills
and become better at
addressing problems with
the students involved.
I make sure to develop a
caring community where
every student is treated
with dignity and respect.
We celebrate student of
the week and I make sure
Applying
Reinforces positive,
responsible, and
respectful student
interactions. Assists
students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom
climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences.
I involve students and
sometimes parents in
conflict resolution to
establish a caring
community where
everyone is treated
respectfully. I use positive
reinforcement to shout
out students following
directions and give out a
student of the week
award at the end of each
class.
Integrating
Develops shared
responsibility with
students for resolving
conflict and creating and
maintaining a caring
classroom community.
Supports students in
taking leadership in
developing a caring
community that is
responsive to the diverse
cultural norms of
identities of all students.
Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences.
Innovating
Facilitates student self-
reflection and ongoing
improvement of the
caring community based
on respect, fairness, and
the value of all members.
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
each student get’s a
chance to be student of
the week. I also model
how to treat students
with respect by greeting
them every morning and
asking about their days. If
I must interrupt a
student, I do it gently and
explain why I have to do
it.
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.
Evidence I put emerging because I
am creating an
environment where I
model how proper
interactions should be
had. Before group
activities I explain how to
engage in appropriate
conversations politely
and respectfully.
I create virtual learning
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
artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
structures for interaction instruction. learning and reflect
during learning activities diversity within and
that ensures a focus on Integrates a variety of beyond the classroom.
and completion of structures for interaction
learning tasks. that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Students use a variety of Students routinely use a
resources in learning range of resources in Students participate in
environments and learning environments monitoring and changing
interact in ways that that relate to and enhance the design of learning
deepen their instruction and reflect environments and
understanding of the their diversity. structures for
content and develop Students share in interactions.
constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
I have a virtual
learning environment
that promotes
learning and
constructive
interactions with
students. My students
constantly work in
breakout rooms for
discussions or
practice work. While
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
experiences where we they are there, they
promote student learning, have learned how to
diversity, and respectful
interactions. I have been
take turns, be
using break out rooms to respectful in the chat,
encourage respectful work on the task
interactions. I model how assigned.
to politely engage in
discussions and
conversations. I also
praise students that are
following expectations
and share those praises
with the whole class. I
make it a top priority for
students to listen to
other’s opinions and
answers. When we come
back from break out
room’s students share
other student answers
which helps promote
good listening skills.
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. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Evidence I anticipate risks of
student safety by
constantly monitoring
our chat and jumping in
between break out rooms
to see interactions being
had. I use positive
reinforcement by
shouting out students
who are doing a good job
being respectful and kind.
I am clear of my
expectations of what it
means to be respectful
and kind.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make sure to maintain a
learning environment
that is safe all around. I
constantly model how to
interact respectfully by
taking turns talking, not
interrupting, and going
over expectations. If I see
a student is not being
respectful in the
classroom, I talk with
them about the
importance of being
respectful and kind. Every
day we go over classroom
expectations and
students’ model for the
class how to follow these
expectations.

I continue to go over
expectations every day. I
use positive
reinforcement to praise
those that follow
directions. I constantly
monitor the chat and
student interactions to
make sure they are
appropriate. If a problem
arises, I talk to the
student, and we go over
the expectations. The
second time, the parents
are involved, and we talk
about the expectation in
class.

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

Evidence My focus on rigor is I create a rigorous

whether students are learning
mastering the skills environment by
in the standards. I am participating in skype
constantly checking groups where we
Class Kick to assess share resources and
student work and if instructional
they are “getting” the strategies. I ask for
material. advice from veteran
teachers on how to
increase rigor. For
example, one veteran
teacher suggested
that students could
use a KWL chart to
promote higher
critical thinking skills
in word problems. I
saw that the students
liked the
organization of KWL
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
charts, and it helped
them unpack step by
step a word problem.

When I am lesson
planning, I strive for
rigor by unpacking
the standards. I think
about pre req skills
and how I will
increase the rigor in
each lesson.

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. behaviors. make improvements. unique identities.

I go over classroom
expectations every day. I
Evidence make sure to remind
students if they are not
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
following expectations. If
a student is having
trouble with expectations,
I meet with them one on
one to go over the
situation and how to
remedy it.

I make sure to
communicate high
expectations for behavior.
We go over expectations
everyday in our morning
meeting. Sometimes I
have students’ model how
to follow these
expectations. If a student
is not following the
expectations, I meet with
them one on one and try
to figure out what is going
on. If that does not work, I
let the parents know so
they can assist me in
reinforcing these
expectations.

I go over expectations
everyday and sometimes
I even have students
model these expectations.
If a student does not meet
expectations, I give a
gentle reminder. If they
need assistance I would
meet with them one on
one. Parent contact is also
used if needed to get
everyone on the same
page about expectations.
This ensures that my
class is running efficiently
and that expectations are
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
enforced.

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
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in
learning climate. disruptive to the learning positive classroom
which all students
Students participate in climate. climate that eliminate
can learn
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive 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.

Evidence A routine that I have is I continue to employ

going over classroom routines and
expectations every day. I
also make sure to
procedures to ensure
highlight students that quick transitions.
are following Some routines are
expectations to model to class chants, morning
the other students. If meetings, class kick
there is a disruptive
behavior, I address it in
log ins, break out
class or after. rooms. When
students know
routines and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
procedures they
I continue using my learn better since
routine of going over
expectations daily. This
they know what to
continues to help with expect.
ensuring I have a safe
climate where everyone
can learn. I also do class
chants to motivate
students to have a growth
mindset. When a student
gets a question wrong, I
tell them that it is ok and
that mistakes help us
learn. My students know
that it is ok to make
mistakes and that we
encourage it because it
means they are learning.

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
Using instructional lessons.
time to optimize
learning Some students complete
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.
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
I feel like my pacing is My pacing has
working, majority of improved this year.
students are finishing
their work in class, and
We have cut
they have time to finish instructional classes
after if they are not done. to 30 min live
However, I am having sessions. I am able to
trouble closing my do a warmup
lessons. It always seems
like I can’t properly close
question, teach the
how I want to due to time standard and have
running out. them complete their
exit ticket in those 30
minutes.
During my instructional
time I make sure I follow
Evidence “I do, we do, you do
“models. I want to make
sure I am not only up
their talking the whole
time. I want them to
practice with me before
they do independent
work. When I am done
with the main lesson, I
make sure to monitor
student work and adjust
instruction when needed.
If I see a student made a
mistake, we correct it
together and then they
try again.