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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, responsible, Develops shared responsibility Facilitates student self-
expectations for fair and behavior. Demonstrates and respectful student with students for resolving reflection and ongoing
respectful behavior to support commitment to fairness and interactions. Assists students to conflict and creating and improvement of the caring
social development. respect in communications with resolve conflicts. maintaining a caring classroom community based on respect,
students about language and Incorporates cultural awareness community. fairness, and the value of all
Promoting social behavior. to develop a positive classroom Supports students in taking members. 4/29/2024
Development and Seeks to understand cultural climate. leadership in developing a
responsibility within perceptions of caring caring community that is
community. Students demonstrate efforts to responsive to the diverse
a caring community
Some students share in be positive, accepting, and cultural norms of identities of all Students take leadership in
where each student responsibility for the classroom Students participate in respectful of students. 7/14/2023 resolving conflict and creating a
is treated fairly and community. occasional community building differences.7/14/2023 10/22/2023 fair and respectful classroom
respectfully activities, designed to promote community where student’s
caring, fairness, and respect. Students take responsibility home culture is included and
resolving conflicts and valued. Students communicate
maintaining a caring classroom with empathy and
community. Students promote understanding in interactions
respect and appreciation for with one another.4/29/2024
differences. 10/22/2023
Students are encouraged to As the teacher, I use many social I create an environment for my
create a community that is and emotional learning lessons students that allows them to
welcoming, kind and accepting to support student engagement learn from their mistakes and
of others. When issues occur, I in being nice, respectful, and take ownership of their
step in to delegate and support caring. My classroom learning. This allows them to
their understanding of how to environment is very inclusive, learn amongst each other and
resolve conflicts. I hope to and I try to teach respectful work together while learning
become stronger with having values to all my students. It is the social developmental skills
the students resolve their crucial for students to learn how that are necessary during 2nd
conflicts through the guidance to be respectful at a young age grade. 4/29/2024
of myself in social and and I support their learning
emotional lessons that are through this during their time
taught in class. 7/14/2023 with me. 7/14/2023
Evidence This semester, I am working on
social and emotional learning
weekly. Our school has adopted
a new curriculum that covers 6
viable topics over the school
year. We are currently learning
caring. This talks about caring
for self, caring for others and
caring for the community. It is
really a great way for students
to learn about these skills and
engage them in activities that
are meaningful to them.
10/22/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance of Experiments with and/or virtual Develops physical environments Maintains physical Adapts physical and/or
the physical and/or virtual learning environments that that reflect student diversity and environments that reflect environments flexibly to
learning environments that support student learning. provide a range of resources for student diversity and provides a facilitate access to a wide range
support student learning. learning. broad range of resources, of resources that engage
displays, and artifacts that are students in learning. Ensures
Creating physical or Is aware that structured Structures for interaction are Utilizes a variety of structures current and integral to that environments enhance
interaction between students taught in single lessons or for interaction during learning instruction. learning and reflect diversity
virtual learning
can support learning. sequence of lessons to support activities that ensures a focus on within and beyond the
environments that student learning. and completion of learning Integrates a variety of structures classroom. 4/29/2024
promote student tasks. 7/14/2023 for interaction that engage
learning, reflect students constructively and Selects from a repertoire of
productively in learning. structures for interaction to
diversity, and
ensure accelerated learning for
encourage Some students use available the full range of students.
constructive and resources in learning Students use resources provided Students use a variety of Students routinely use a range of 4/29/2024
productive environments during in learning environments and resources in learning resources in learning
instruction. interact with each other to environments and interact in environments that relate to and Students participate in
interactions among
understand and complete ways that deepen their enhance instruction and reflect monitoring and changing the
students learning tasks in single lessons understanding of the content their diversity. design of learning environments
or sequence of lessons. and develop constructive social Students share in monitoring and structures for interactions.
and academic interactions. and assessment of interactions 4/29/2024
to improve effectiveness and
develop a positive culture for
learning. 7/14/2023
10/22/2023
When I teach lessons, I make Students are given a wide range I have my masters degree in
sure the classroom has the of resources during each lesson special education and this
understanding they are for clear understanding and supports my adaptive skills of all
enrichment opportunities. students needs and abilities. It
included in the lesson are
During those opportunities, they allows all students to participate
able to interact in various are also able to access older in our classroom environment
ways. For example, they can material and help reteach and learn at their own rates.
interact physically with standards and content that may 4/29/2024
check of understandings, need more support. Students are
verbally by asking and given positive reinforcements
answering questions and for great participation and
emotionally by showing and engagement to support their
strive to continue to grow.
portraying their emotions
Evidence during the lessons.
7/14/2023
7/14/2023 This year, I have a wide variety
of learners. Some of my learners
need a lot more
accommodations and
redirections than others. This
has challenged me to create an
environment that allows all
learners to express their
understanding in learning
physically, verbally and through
kinesthetic learning.
10/22/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging
Adheres to policies and laws
regarding safety that are
required by the site, district, and
state.
Responds to behaviors that
impact student safety as they
Establishing and arise.
maintaining learning
environments that
are physically,
intellectually, and
emotionally safe
Students are aware of required
safety procedures and the
school and classroom rational
for maintaining safety.
Evidence
Exploring
Recognizes and addresses safety
issues regarding materials,
student interactions, and the
organization of the learning
environments.
Explores strategies to establish
intellectual and emotional safety
in the classroom.
Students follow teacher
guidance regarding potential
safety issues for self or others.
Applying
Anticipates and reduces risks to
physical, intellectual, and
emotional safety using multiple
strategies that include
examining biases in the learning
environment and curriculum.
7/14/2023
Models and provides instruction
on skills that develop resiliency
and support intellectual and
emotional safety. 7/14/2023
Students take risks, offer
opinions, and share alternative
perspectives7/14/2023
The students are able to take
risks and offer their own
opinions during the school day.
This is brought to them by
guidance of the teacher because
students should be able to
express themselves and wonder
what will happen to see rewards
and consequences. As the
teacher, I model the correct
behaviors and then model
incorrect behaviors that can be
challenging to others in the
environment to teach the
students its ok to take risks, but
you have to take them in an
appropriate way. 7/14/2023
Integrating
Integrates support for students
to take risks and offer respectful
opinions about divergent
viewpoints. 10/22/2023
Engages in reflection on their
own language and behavior that
contributes to intellectual and
emotional safety in the
classroom. 10/22/2023
Students develop and practice
resiliency skills and strategies to
strive for academic
achievement, and establish
intellectual and emotional safety
in the classroom. 10/22/2023
My classroom culture this year
was built on relationships. The
beginning three weeks, we did
many activities that engaged
their learning, engaged their
socialization and allowed them
to feel comfortable and
vulnerable. This has also been
more engaging with our SEL
curriculum. 10/22/2023
Innovating
Shares responsibility with the
students for the establishment
and maintenance of a safe
physical, intellectual, and
emotional environment focused
on high quality and rigorous
learning. 4/29/2024
Students demonstrate resiliency
in perseverance for academic
achievement.
Students maintain intellectual
and emotional safety for
themselves and others in the
classroom. 4/29/2024
My classroom relationships are
built in the beginning of the
school year. This is when we all
gather to get to know each other
and our wants and needs. We
learn that our environment
allows all learners to blossom
and grow in their own ways.
4/29/2024

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the learning Strives for a rigorous learning Develops a rigorous learning Integrates rigor throughout the Facilitates a rigorous learning
environment on accuracy of environment that includes environment that includes learning environment that environment in which students
learning
answers and completion of accuracy, understanding, and accuracy, analysis, problem values accuracy, analysis, and take leadership in learning.
environment with learning tasks. the importance of meeting solving, and appropriate levels critical reading, writing and Fosters extended studies,
high expectations Is aware of the importance of targeted learning goals. of challenge. thinking. research, analysis and
and appropriate maintaining high expectations Works to maintain high Holds high expectations for Integrates strategic scaffolds purposeful use of learning.
for students. expectations for students while students. Has an understanding and technologies throughout Supports students to utilize an
support for all
becoming aware of achievement of achievement patterns, and instruction that support the full extensive repertoire of
students patterns for individuals and uses scaffolds to address range of learners in meeting differentiated strategies to meet
groups of students. achievement gaps. 7/14/2023 high expectations for high expectations. 4/29/2024
achievement. 10/22/2023
 Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students ask for teacher
support to understand or
complete learning tasks.
Evidence
Some individuals and groups of
students work with the teacher
to support accuracy and
comprehension in their
learning.
Students engage in a variety of
differentiated supports and
challenges in ways that promote
their accuracy, analysis, and
problem solving in learning.
When the students first enter
my classroom, my expectations
of how to perform in the
classroom are stated and
reviewed constantly. The
students are aware of how they
are expected to behavior and
perform inside the classroom
for the remainder of the year.
They can enjoy school, have fun,
but also know that academics
and SEL learning is important to
continue on their higher level of
education. 7/14/2023
Students take responsibility to
Students actively use supports fully utilize teacher and peer
and challenges to complete support, to achieve consistently
critical reading, writing, higher high levels of factual and
order thinking, and problem analytical learning.
solving across subject matter.
7/14/2023 10/22/2023
Students are encouraged and
expected to achieve higher level
thinking and problem solving
inside the classroom. I set these
expectations that you are “never
done” with work and always
have something else to work on.
7/14/2023
As the educator, it is my
responsibility to teach our
students academics, social and
emotional learning, life skills
and to be a member of society. I
encourage my students to
achieve higher level thinking
and I have very high
expectations for them to achieve
success. 10/22/2023

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, rules,
and consequences for individual
and group behavior.
Developing,
communicating, and
maintaining Refers to standards for behavior
and applies consequences as
high standards for needed.
individual and group
behavior
Students are aware of classroom
rules and consequences.
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group behavior.
Reviews standards for behavior
with students in single lessons
or sequence of lessons in
anticipation of need for
reinforcement.
Students know expectations for
behavior and consequences and
respond to guidance in
following them.
Uses multiple strategies
including culturally responsive
instruction to develop and
maintain high standards for
individual and group
behavior.7/14/2023
Utilizes routine references to
standards for behavior prior
and during individual and group
work. 7/14/2023
Students follow behavior
expectations, accept
consequences, and increase
positive behaviors.
Integrates equitable
expectations, positive supports,
and consequences for individual
and group behavior within and
across learning activities.
10/22/2023
Guides and supports students to
self-assess, monitor, and set
goals for individual and group
behavior and participation.
10/22/2023
Students respond to individual
and group behaviors and
encourage and support each
other to make improvements.
7/14/202310/22/2023
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As the teacher, I make sure to
include all cultural perspectives
and allow students to ask
deeper level questions they
might not ask their relatives.
This creates an environment
that includes all students no
matter what they believe in and
how they act. It is inclusive and
culturally accepting. 7/14/2023
Classroom community is one of
my biggest priorities. I make
sure my students accept each
other, complement each other
and respect everyone’s
opinions. As a student in my
class, you are always welcome
to be yourself and be vulnerable.
It is important to allow students
to be this way so they can learn
to grow in a comforting
environment. 7/14/2023

Evidence
Teacher gives explicit
instructions for
assignments and behavior
during individual work
and group work. Teacher
chunks group instructions
into manageable tasks
and checks in with groups
regularly. Students are
encouraged to be participatory
group members and can kindly
remind group members
to stay on task. 10/22/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, routines
or norms for single lessons to
support student learning.
Employing classroom
routines, procedures,
Responds to disruptive
norms, and supports behavior.
for positive behavior
to ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
Develops routines, procedures,
and norms in single lessons or
sequence of lessons with some
student involvement.
Seeks to promote positive
behaviors and responds to
disruptive behavior.
Students receive correction for
behavior that interferes with
learning, and positive
reinforcement in following
routines, procedures, and
norms.
Maintains regular use of
routines and procedures that
are culturally responsive and
engage students in the
development and monitoring of
norms.
Provides positive behavior
supports.
Responds appropriately to
behaviors in ways that lessen
disruptions to the learning
climate.
Students participate in routines,
procedures, and norms and
receive reinforcement for
positive behaviors.
Students receive timely and
effective feedback and
consequences for behaviors that
interfere with learning.
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. 7/14/2023
Promotes positive behaviors
and consistently prevents or
refocuses behaviors disruptive
to the learning climate.
7/14/2023
Students are involved in
assessment and monitoring of
routines, procedures, and norms
in ways that improve the
learning climate. 7/14/2023
Facilitates student participating
in developing, monitoring, and
adjusting routines and
procedures focuses on
maximizing learning.
Classroom climate integrates
school standards and culturally
relevant norms. 10/22/2023
Promotes positive behaviors
and establishes preventions and
a positive classroom climate
that eliminate most disruptive
behavior.
10/22/2023
Students share responsibility
with teacher for managing and
maintaining a positive
classroom climate that
promotes learning. 10/22/2023
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
Using instructional lessons.
time to optimize
Some students complete
learning learning activities in time
allotted.
Exploring
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.
Applying
Paces instruction with students
to provide adequate time for
instruction, checking for
understanding, completion of
learning activities and closure.
7/14/2023
Students participate in and
complete a variety of learning
activities in the time allotted
with options for extension and
review. 7/14/2023
Inside my classroom, I provide
multiple ways for students to
engage in positive and
appropriate behaviors. When
there is an issue, we have a
community meeting to talk
about strategies we can use to
calm down and refocus. The
students know when it is
appropriate to be silly and fun,
or when it is time to be serious
and focus our brains. I create a
space that allows students to
have both options inside the
classroom daily to allow for
imagination to continue to
blossom while knowing
academic learning is crucial for
their futures. 7/14/2023
Integrating
Paces instruction to include
ongoing assessment of student
learning. Supports students in
the monitoring of instructional
time. 10/22/2023
Students use their instructional
time to engage in and complete
learning activities and are
prepared for the next sequence
of instruction.
10/22/2023
Teacher plans for each
minute of lesson to
monitor the use of
instructional time and be
prepare for each lesson
throughout the day.
10/22/23
Teacher uses Planbook to
digitally share plans with
grade level team. 10/22/23
Innovating
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
Inside my classroom, instruction ISTE Standards for Educators -
is known as focus and growth 5b: Educator as Designer I
mindset time. Students are design authentic learning
given opportunities throughout activities that align with content
the day to be kids and act silly, area standards and use digital
but when it is instruction time, tools and resources to maximize
we need to focus and get our active, deep learning. Level of
thinking brains in action. When I Development: Integrating
teach instructional lessons, it is Integrates knowledge and
Evidence on pace with their learning and skills. 10/22/23
pushes their boundaries to think
outside the box. Student are
given options for extensions and
can ask for reteaching moments
throughout every lesson to
ensure they understand the
content. 7/14/2023