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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. 9/17 climate. 4/11 community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully. classroom community. building activities, accepting, and respectful community where
designed to promote of differences. 4/11 Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 9/17 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.
I have begun to reinforce
behavior with only
positive words. I have
begun to help students
work through strategies
to make friends and share
their feelings when they
are upset which leads to
conflict resolution.
Evidence
Students are beginning to
resolve conflicts on their
own using the tools I have
supported them with.
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. 9/17 4/11 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. 9/17 constructive social and monitoring and
4/11 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students use I have developed a
provided Canvas course that
manipulatives and supports student
participate in learning and shares
breakout rooms for work they have
Evidence
discussion during created throughout
lessons. the year as well as
resources needed to
succeed in learning.
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. 4/11
emotionally safe
emotional safety. 9/17 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. 9/17 alternative perspectives for academic intellectual and emotional
safety. 4/11 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I have created an I have explained to
environment where students that I am
my biggest request is looking for them to
that students try confidently try,
their best regardless whether or not they
of whether or not are right so that I can
they have the right see where they need
Evidence answer. support and provide
it to them.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
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.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
9/17 achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. 4/11 address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 9/17 4/11 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I have begun delving

into the standards
and vertical
alignment to
determine mastery
and where on the
progression students
Evidence fall in order to
reteach or provide
extension activities.

Some individuals
work with me daily
to support
remediation.
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
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. 9/17 4/11 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. 9/17 behaviors. 4/11 make improvements. unique identities.

I try to initiate
discussions about the
why behind rules and
behavior so that
students are more
invested in the
outcome.
Evidence
Students are
beginning to
understand the
importance of
positive interactions
with others and how
to participate in
them.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 9/17 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 positive behaviors. 4/11
procedures, routines, and Students receive Students are involved in Students share
classroom norms. 9/17 correction for behavior Students receive timely assessment and responsibility with
that interferes with and effective feedback monitoring of routines, teacher for managing and
learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms.
4/11
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence
Element 2.7 Emerging
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.
Students receive
correction for
behavior that is firm,
but kind and results
in discussion when
necessary.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
9/17 4/11
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 9/17 4/11
I have created a daily
routine that
reinforces behavior
goals and includes
individual, group and
classroom rewards.
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 monitoring
completion of learning of instructional time.
activities and closure.
Students use their
Students participate in instructional time to Students monitor their
and complete a variety of engage in and complete own time, are engaged in
learning activities in the learning activities and are accomplishing learning
time allotted with prepared for the next goals, and participate in
options for extension sequence of instruction. reflection, self-
and review. assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I have begun to use
timers and
consideration of the
most important parts
of a lesson in order to
accurately pace a
lesson. I am still
working on giving
students enough time
Evidence for different types of
work.

Students complete
work, but not always
in a timely matter or
without a lot of
support. I am
considering ways to
improve this.