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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and respectful responsibility with reflection and ongoing
expectations for fair and Demonstrates student interactions. Assists students for resolving improvement of the
respectful behavior to commitment to students to resolve conflicts. conflict and creating and caring community based
support social fairness and respect in Incorporates cultural maintaining a caring on respect, fairness, and
development. communications with awareness to develop a classroom community. the value of all members.
students about positive classroom climate. Supports students in
language and behavior. 9/21/22 taking leadership in
Seeks to understand developing a caring
Promoting social
cultural perceptions of Students demonstrate community that is Students take leadership
Development and
caring community. efforts to be positive, responsive to the diverse in resolving conflict and
responsibility within
Some students share in accepting, and respectful of cultural norms of creating a fair and
a caring community
responsibility for the Students participate in differences.9/21/22 identities of all students. respectful classroom
where each student
classroom community. occasional community 4/29/23 11/25/23 community where
is treated fairly and
building activities, April 2024 student’s home culture is
respectfully
designed to promote included and valued.
caring, fairness, and Students take Students communicate
respect. responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences. 4/29/23
11/25/23 April 2024
We use the concept of the In my classroom the
classroom being a family. students know they have
We learn to become a shared responsibility to
valuable members of the resolve conflict and
class. Our school being all- create a caring classroom
inclusive, the concept of environment. Students
family is very helpful in take leadership roles to
developing empathy for resolve conflicts amongst
students that might be friends because it helps
Evidence
different. “please’ and with the classroom
“thank you” are the magic environment. 4/29/23
words. Everyone gets to 11/25/23 April 2024
speak but they need to wait
for their turn. Students adjust to the
I make the students adjusted expectations
accountable with a behavior from students with
chart. There are classroom special needs and are
jobs that are assigned to protestive towards them.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students and the students They resolve conflicts
take pride in doing using the strategies
them.9/21/22 taught to them.
Sometimes student
leaders help resolve
conflict amongst peers.
4/29/23 11/25/23.
April 2024
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
9/21/22 4/29/23 productively in learning. interaction to ensure
diversity, and
11/25/23 April 2024 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
9/21/22 academic interactions. assessment of
4/29/23 11/25/23 interactions to improve
effectiveness and develop
a positive culture for
learning. April 2024
Evidence My students use the I make classroom seating I have a wide range of
group seating accommodations students with diverse
arrangement to interact according to individual/ learning styles and needs.
and work as a group group needs. Students use My classroom setting
when they are assigned available technology and accommodates to all my
work and also do resources in the students needs for
independent work using a classroom. Our classroom learning to be equitable.
divider when they need is text rich and student My classroom is text rich
to. The students use work is displayed all and technology is integral
technology and help each around. Classroom rules to learning. Students
other figuring out logging are displayed too so that work is displayed on the
into their account. students are continuously classroom walls and
9/21/22 aware of them .9/21/22 anchor charts and 3D
4/29/23 11/25/23 models of the subject
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
matter being taught is on
My students work display and referred to
collaboratively and during lessons and
develop positive social classroom discussions.
and academic interactions Think-pair-share, group
amongst their peers. assignments, rug time and
They do writing circle time are integral to
assignments in groups of the daily learning
3-4 and the students skill schedule of my classroom.
levels are varied. They April 2024
quickly assign themselves
roles in the group on the All the resources in the
basis of their strengths. classroom are modelled
Sometimes there are by me so that the students
clashes but with a little learn to emulate and use
guidance from me they the classroom resources
learn to use each other’s for learning. My students
strengths and work as a work, collaboratively and
group. 4/29/23 11/25/23 independently to develop
positive social and
academic skills. Students
learn to use the classroom
resources and develop
their individual ways to
relate to instruction and
show their understanding
of it. The student learn to
self-assess and help each
other grow due to the
positive culture of
learning. April 2024
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. April 2024
emotionally safe
emotional safety. Students demonstrate
Students are aware of 9/21/22 4/29/23 resiliency in
required safety Students follow teacher 11/25/23 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. 9/21/22 4/29/23 achievement, and safety for themselves and
(11/25/23 establish intellectual and others in the classroom.
emotional safety in the
classroom. April 2024
Evidence I make classroom Classroom expectations
expectations with regards and norms are spelled out
to behavior and clearly by me to avoid
toleration of each other confusion. Circle time
very clear from the give students the
beginning of the year. opportunity to express
Polite behavior is their feelings and
rewarded and emotions. Students are
appreciated. Students free to participate in
feel the classroom is a classroom discussions
safe space for them to and express their
share personally and thoughts as long as
intellectually. Students respectful language is
are free to express their used. Mistakes are
opinion as long as it does allowed and integral to
not hurt anyone’s feeling. learning. We have a motto
Students have to take in class : “To Learn you
turns in speaking and have to Try and Fail!” We
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
listening. The students
interact and problem
solve using different ideas
from their peers. 9/21/22
4/29/23 11/25/23
have core virtues that we
focus on every month and
recognize students who
explicitly show the virtue
amongst peers. Students
do not feel judged when
they express their
feelings. April 2024

Students work
constructively to be
empathetic towards each
other. The classroom
environment is
considered a safe space
for any emotion students
want to express. Students
know that in order to
achieve mastery over
things we are learning
they have to strive and
fail and strive again to
win. There is no shame in
making mistakes because
mistakes are stepping
stones for learning.
April 2024

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. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
9/21/22 4/29/23 achievement. (Fall, 2023) expectations.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated
understand or complete with the teacher to supports and challenges
learning tasks. support accuracy and in ways that promote
comprehension in their their accuracy, analysis,
learning. and problem solving in
learning.
9/21/22 4/29/23
I have differentiated
lessons for the variety of
learners in my classroom.
We scaffold the lessons
for students who need
extra support and there is
work that requires
critical thinking for those
that need the rigor.
Challenging academic
content is made available
for the high achievers.
Evidence While I do have high
expectations of all my
students, I understand
individuals have different
abilities and qualities.
9/21/22 4/29/23
Students are always
engaged as they are
challenged and made to
work hard. There is no
student ever without
work. 9/21/22 4/29/23
Element 2.5 Emerging Exploring Applying
Developing, Establishes expectations, Develops expectations Uses multiple strategies
communicating, and rules, and consequences with some student including culturally
maintaining for individual and group involvement. responsive instruction to
high standards for behavior. Communicates, models develop and maintain
individual and group and explains expectations high standards for
behavior for individual and group individual and group
behavior. behavior.
Students actively use Students take
supports and challenges responsibility to fully
to complete critical utilize teacher and peer
reading, writing, higher support, to achieve
order thinking, and consistently high levels of
problem solving across factual and analytical
subject matter.11/25/23 learning.
April 2024
I integrate rigor in my
grade level planning. I
make sure that I have high
expectations from my
students regarding what
they produce. Lessons are
always scaffolded to take
into consideration all
learning needs.
Integration of technology
in learning is an integral
part of my classroom.
11/25/23 April 2024
Students rise to the
expectations of the
classroom and show
tremendous growth. The
rigor seems too demanding
at the beginning of the
year but students work
toward it and grow
because of it. 11/25/23
April 2024
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using
supports, and systems that ensure
consequences for students take an active
individual and group role in monitoring and
behavior within and maintaining high
across learning activities. standards for individual
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. 4/29/23 behavior and
reinforcement. 9/21/22 11/25/23 participation.
April 2024
Students are aware of Students know Students demonstrate
classroom rules and expectations for behavior Students follow behavior Students respond to positive behavior,
consequences. and consequences and expectations, accept individual and group consistent participation
respond to guidance in consequences and behaviors and encourage and are valued for their
following them. 9/21/22 increase positive and support each other to unique identities.
behaviors. 4/29/23 make improvements.
11/25/23 April 2024
Evidence I review standards for I use multiple strategies Given the diverse
behavior, remind to develop and maintain learning and behavioral
students of expected high standards for needs of my students I
behavior and model individual and group have equitable
positive behavior. Silent behavior. My daily expectations from them. I
signs are used to get routine involves me discuss with the students
attention. To minimize referring to the behavior in a simple way in which
behavior issues, we norms prior to an activity they do not feel like they
discuss anticipated so that students are clear are being treated unfairly.
problems to walk the about behavior I use multiple strategies
students through the expectations. I reenact to develop and maintain
scenario. expected scenarios with individual and group
My students usually the help of students to behavior. My classroom
maintain good behavior model good behavior and daily routine involves
individually and in a also show them what they going over the behavior
group. They have a good have to do in case of… norms prior to an activity.
understanding of 4/29/23 11/25/23 I reenact expected
consequences. 9/21/22 scenarios with the help of
Students follow expected students to model good
behavior norms and behavior and also show
accept consequences them ‘what if’ scenarios. I
when they steer away also use behavior issues
from the norms. I use any as learning opportunity to
behavior issue as a increase positive
learning opportunity to behavior. April 2024
increase positive
behavior. 4/29/23 Students follow expected
11/25/23 behavior norms to please
the teacher. They accept
expected norms
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
individually and as a
group and accept
consequences when they
steer away from the
norm. Students help each
other remember
expectations and steer
each other in the right
direction. April 2024

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.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
Employing classroom
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
routines, procedures,
to behaviors in ways that consistently prevents or behaviors and establishes
norms, and supports
9/21/22 lessen disruptions to the refocuses behaviors preventions and a
for positive behavior
learning climate. disruptive to the learning positive classroom
to ensure a climate in
4/29/2311/25/23 climate. April 2024 climate that eliminate
which all students
most disruptive behavior.
can learn
Students participate in
routines, procedures, and Students are involved in
Students are aware of Students receive norms and receive assessment and
procedures, routines, and correction for behavior reinforcement for monitoring of routines, Students share
classroom norms. that interferes with positive behaviors. procedures, and norms in responsibility with
learning, and positive ways that improve the teacher for managing and
reinforcement in Students receive timely learning climate. maintaining a positive
following routines, and effective feedback April 2024 classroom climate that
procedures, and norms. and consequences for promotes learning.
9/21/22 behaviors that interfere
with learning. 4/29/23
11/25/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence I follow a daily schedule I maintain regular use of
to maximize learning. routine and procedure
Positive behavior leads to that are culturally
student clips moving up responsive. It helps
the chart with a reward, students develop and
and negative behavior monitor classroom
leads to the clip going norms. I have a behavior
down. I model respect chart in the classroom
and fairness and respond and each student has a
to inappropriate behavior clip with their name on it.
consistently. 9/21/22 The behavior chart is
color coded. Any positive
behavior results in their
clip going up the behavior
chart. If the student
reaches the top they get
to pick a prize from the
prize box. 4/29/23
11/25/23
My students love routine.
They feel sure about
themselves when they
have the routine down.
They help each other
remember routines. They
are always constructively
working towards earning
positive behavior
rewards. When there is a
disruption is the class due
to student behavior the
student’s clip goes down
on the behavior chart and
it is a warning for them to
start behaving. If the
behavior continues, it
goes down further and it
leads to a consequence in
the form of loss of play
time or other appropriate
consequence depending
on individual student
needs. 4/29/23
11/25/23
I maintain regular use of
routine and procedure
that are culturally
responsive. It helps
students develop and
monitor classroom
norms. I have a behavior
chart in the classroom
and each student has a
clip with their name on it.
The behavior chart is
color coded. Any positive
behavior results in their
clip going up the behavior
chart. If the student
reaches the top they get
to pick a prize from the
prize box. The students
are incentivized to move
up and during share time
the students are allowed
to share what they did
that got them a place on
top of the list. The
students who reach the
top are also given
leadership roles in the
classroom. April 2024
My students love routine.
They feel sure about
themselves when they
have the routine down.
They help each other
remember routines. They
are always constructively
working towards earning
positive behavior
rewards. When there is a
disruption is the class due
to student behavior the
student’s clip goes down
on the behavior chart and
it is a warning for them to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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.
Evidence
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9/21/22
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/21/22
I stick to the pacing plan
as closely as I can. Once
the first few weeks of
school are done the
students learn the
schedule and know the
expectations of the
classroom. Students work
independently or in a
group setting. Students
start behaving. If the
behavior continues, it
goes down further and it
leads to a consequence in
the form of loss of play
time or other appropriate
consequence depending
on individual student
needs. Apologizing and
recognizing their
mistakes usually brings
the clip up again. This
helps the students take
ownership of their
mistakes also. April 2024
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
4/29/23 11/25/23 April 2024
Students monitor their
Students participate in Students use their own time, are engaged in
and complete a variety of instructional time to accomplishing learning
learning activities in the engage in and complete goals, and participate in
time allotted with options learning activities and are reflection, self-
for extension and review. prepared for the next assessment, and goal
4/29/23 11/25/23 sequence of instruction. setting.
April 2024
My planning has become I plan my lessons at the
way more elaborate than beginning of the year and
it was in the first then again at the end to
semester. All my lessons make sure I am adjusting
are paced so that there is it based on what I
adequate time for struggled with that year.
instruction, checking for Informal assessments are
understanding, a part of my daily lesson
completion of learning plan so that I can check
and closure. I always student understanding.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
who need intervention make sure I check for All my lessons are paced
usually work in small student understanding so that there is adequate
groups and get more time and close the lesson with time for instruction,
to complete their work. either a review or a game. checking for
Students are productively 4/29/23 11/25/23 understanding,
engaged at all completion of learning
times.9/21/22 There are always multiple and closure. I make sure
learning activities in my that if a small number of
lessons to include the students have not
various learning needs of mastered what they have
diverse learners. The been taught that I do a
high achieving students mini lesson and give them
always have challenging more guided work vs.
work that develops independent work.
critical thinking when April 2024
they complete their work
earlier than the others. Students know the cycle
4/29/23 11/25/23 of the lesson and are
proactive in learning.
They understand, practice
and try independent
work to make sure they
can apply what they have
been taught. They ask for
help if they feel they
cannot apply what they
have learned
independently. I have a
thumbs up/down
question at the end of the
lesson to help students
make their own
judgement about how
confident they feel about
what they learned. This
helps them take
ownership of their
learning and they
consciously seek help
when they feel they are
not sure. April 2024