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Standard 2 CSTP: Creating and Maintaining E ective Environments for Student Learning
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students’ performance inform your self-assessment? For initial and final self-assessments, use a di erent colored highlight/fill.
Initial Date:
Emerging Exploring Applying Integrating Innovating
Final Date:

Element 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully.
Models and communicates
expectations for fair and
respectful behavior to support
social development.
Teacher
Some students share in
responsibility for the classroom occasional community building be positive, accepting, and
community.
Student
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive
Element
interactions among students.
Is aware of the importance of
the physical and/or virtual
learning environments that
support student learning.
Is aware that structured
Teacher interaction between students
can support learning.
Models fair and respectful
behavior. Demonstrates
commitment to fairness and
respect in communications
with students about language
and behavior.
Seeks to understand cultural
perceptions of caring
community.
Students participate in
activities, designed to promote respectful of di erences.
caring, fairness, and respect.
Experiments with adapting the
physical and/or virtual learning
environments that support
student learning.
Structures for interaction are
taught in single lessons or
sequences of lessons to
support student learning.
Reinforces positive,
responsible, and respectful
student interactions. Assists
students to resolve conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
Students demonstrate e orts to
Develops physical and/or
virtual learning environments
that reflect student diversity
and provide a range of
resources for learning.
Utilizes a variety of structuresintegral to instruction.
for interaction during learning
activities that ensure a focus
on and completion of learning structures for interaction that
tasks.
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 for
resolving conflicts and
maintaining a caring
classroom community.
Students promote respect and
appreciation for di erences.
Maintains physical and/or
virtual learning environments
that reflect student diversity
and provides a broad range of
resources, displays, and
artifacts that are current and
Integrates a variety of
engage students constructively Selects from a repertoire of
and productively in learning. structures for interaction to
ensure accelerated learning for
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.
Adapts physical and/or virtual
learning environments flexibly
to facilitate access to a wide
range of resources that engage
s in learning. Ensures that
environments enhance
learning and reflect diversity
within and beyond the
classroom.
 the full range of students.
Some students use available Students use the resources Students use a variety of Students routinely use a range Students participate in
resources in learning provided in learning resources in learning of resources in learning monitoring and changing the
environments during environments and interact with environments and interact in environments that relate to and design of learning
instruction. each other to understand and ways that deepen their enhance instruction and reflect environments and structures
Student complete learning tasks in understanding of the content their diversity. Students share for interactions.
single lessons or sequence of and develop constructive social in monitoring and assessment
lessons. and academic interactions. of interactions to improve
e ectiveness and develop a
positive culture for learning.
Element 2.3: Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.
Adheres to policies and laws Recognizes and addresses Anticipates and reduces risks Integrates support for students Shares responsibility with the
regarding safety that are safety issues regarding to physical, intellectual, and to take risks and o er students for the establishment
required by the site, district, materials, student interactions, emotional safety using multiple respectful opinions about and maintenance of a safe
and state. and the organization of the strategies that include divergent viewpoints. physical, intellectual, and
learning environments. examining biases in the emotional environment focused
Responds to behaviors that learning environment and Engages in reflection on their on high quality and rigorous
impact student safety as they Explores strategies to establish curriculum. own language and behavior learning.
arise. intellectual and emotional that contributes to intellectual
safety in the classroom. Models and provides and emotional safety in the Uses a wide range of
Teacher instruction on skills that classroom. evidence-based practices to
Explores strategies to develop resiliency and support prevent problem behaviors and
de-escalate student behaviors. intellectual and emotional Develops and/or strengthens de-escalate student behaviors.
safety. positive behavior support
plans to assist in the
Anticipates and reduces risks prevention of behavior
of student escalation by problems and de-escalation for
matching adult response to the students.
student’s learning and
behavior levels.
Students are aware of required Students follow teacher Students take risks, o er Students develop and practice Students demonstrate
safety procedures and the guidance regarding potential opinions, and share alternative resiliency skills and strategies resiliency in perseverance for
school and classroom rationale safety issues for self or others. perspectives. to strive for academic academic achievement.
Student for maintaining safety. achievement, and establish Students share responsibility
intellectual and emotional for intellectual and emotional
safety in the classroom. safety for themselves and
others in the classroom.
Element 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students.
Focuses the rigor of the Focuses on the development of Develops a rigorous learning Integrates rigor throughout the Facilitates a rigorous learning
learning environment on a rigorous learning environment that includes learning environment that environment in which students
accuracy of answers and environment that includes accuracy, analysis, problem values accuracy, analysis, and take leadership in learning.
Teacher completion of learning tasks. accuracy, understanding, and solving, and appropriate levels critical reading, writing and Fosters extended studies,
the importance of meeting of challenge. thinking. research, analysis and
Is aware of the importance of targeted learning goals. purposeful use of learning.
maintaining high expectations Holds high expectations for Integrates strategic sca olds
for students. Works to maintain high students. Has an and technologies throughout Supports students to utilize an
 Is aware of the importance of expectations for students while
explicitly teaching becoming aware of
generalization of skills. achievement patterns for
individuals and groups of
students.
Expands knowledge of
strategies to ensure
generalization of skills.
Some students ask for teacher Some individuals and groups
support to understand or of students work with the
complete learning tasks. teacher to support accuracy
Student
and comprehension in their
learning.
Element 2.5 Developing, communicating, and maintaining high standards for individual and group behavior.
Establishes expectations, rules, Develops expectations with
and consequences for some student involvement.
individual and group behavior. Communicates, models and
explains expectations for
Refers to standards for individual and group behavior.
Teacher behavior and applies
consequences as needed. Reviews standards for
behavior with students in
single lessons or sequence of
lessons in anticipation of need
for reinforcement.
Students are aware of Students know expectations for
classroom rules and behavior and consequences
Student
consequences. and respond to guidance in
following them.
Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.
Establishes procedures, Develops routines, procedures,
routines or norms for single and norms in single lessons or
lessons to support student sequence of lessons with some
learning. student involvement.
Responds to disruptive Seeks to promote positive
Teacher behavior. behaviors and responds to
disruptive behavior.
understanding of achievement instruction that support the full
patterns, and uses sca olds to range of learners in meeting
address achievement gaps.
Plans, utilizes, and
di erentiates strategies to
ensure generalization of skills. specific strategies on
Students engage in a variety of
di erentiated supports and
challenges in ways that
promote their accuracy,
analysis, and problem solving
in learning.
Uses multiple strategies
including culturally responsive
instruction to develop and
maintain high standards for
individual and group behavior.
Utilizes routine references to
standards for behavior prior
and during individual and
group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Maintains regular use of
routines and procedures that
are culturally responsive and
engage students in the
development and monitoring of
norms.
Reinforces and rewards
appropriate social and
academic behaviors in the
classroom while providing
positive behavior supports.
Responds appropriately to
high expectations for
achievement.
Analyses the e ectiveness of
individual student’s ability to
generalize skills.
Students actively use supports
and challenges to complete
critical reading, writing, higher
order thinking, and problem
solving across subject matter.
Integrates equitable
expectations, positive supports,
and consequences for
individual and group behavior
within and across learning
activities.
Guides and supports students
to self-assess, monitor, and set
goals for individual and group
behavior and participation.
Students respond to individual
and group behaviors and
encourage and support each
other to make improvements.
Engages students in
monitoring and reflecting on
routines, procedures, and
norms in ways that are
culturally responsive.
Maintains a quality learning
climate that builds on student
strengths.
Promotes and reinforces
positive behaviors and
consistently prevents or
refocuses behaviors disruptive
extensive repertoire of
di erentiated strategies to
meet high expectations.
Designs, implements, and
facilitates training on e ective
strategies to ensure
generalization of skills.
Students take responsibility to
fully utilize teacher and peer
support, to achieve consistently
high levels of factual and
analytical learning.
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring and
maintaining high standards for
individual and group
behaviors.
Students demonstrate positive
behavior, consistent
participation and are valued
for their unique identities.
Facilitates student
participating in developing,
monitoring, and adjusting
routines and procedures
focuses on maximizing
learning. Classroom climate
integrates school standards
and culturally relevant norms.
Promotes and reinforces
positive behaviors and
establishes preventions and a
positive classroom climate that

Students are aware of
procedures, routines, and
classroom norms.
Student
Element 2.7 Using instructional time to optimize learning.
Paces instruction based on
curriculum guidelines.
Teacher Develops awareness of how
transitions and classroom
management impact pacing
and lessons.
Some students complete
learning activities in time
allotted.
Student
For initial and final reflections, provide DATE of reflection and complete reflection in a di erent colored font to di erentiate between initial and final.
Evidence of For written reflections, choose 2 elements that you can provide a detailed description and evidence that supports your placement on the continuum.
Placement
Students receive correction for
behavior that interferes with
learning, and positive
reinforcement in following
routines, procedures, and
norms.
Paces instruction with some
consideration of lesson type,
adjustments for su cient
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 in ways that lesson
disruptions to the learning
climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for positive
behaviors. Students receive
timely and e ective feedback
and consequences for
behaviors that interfere with
learning.
Paces instruction with students
to provide adequate time for
instruction, checking for
understanding, completion of
learning activities and closure.
Students participate in and
complete a variety of learning
activities in the time allotted
with options for extension and
review.
to the learning climate. eliminate most disruptive
behavior.
Students are involved in Students share responsibility
assessment and monitoring of with teacher for managing and
routines, procedures, and maintaining a positive
norms in ways that improve the classroom climate that
learning climate. promotes learning.
Paces instruction to include Paces, adjusts, and fluidly
ongoing assessment of student facilitates instruction and daily
learning. Supports students in activities.
the monitoring of instructional
time.
Students use their instructional Students monitor their own
time to engage in and time, are engaged in
complete learning activities accomplishing learning goals,
and are prepared for the next and participate in reflection,
sequence of instruction. self-assessment, and goal
setting.