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
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is Students take leadership
responsibility within responsive to the diverse in resolving conflict and
a caring community Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and classroom community. building activities, accepting, and respectful 9/16/233/10/24 community where
respectfully. designed to promote of differences. student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
9/16/233/10/24
I model fairness, respect,
and expectations. All
verbiage is modeled and
practiced through role
play tasks. At the
beginning of each
calendar year students
develop a class contract
that has student centered
Evidence ideas about social norms,
participation, viewpoints,
responsibility, diversity,
and classroom climate.
Every student sign, and
agrees to our contract. We
revisit the contract
whenever necessary.
Classroom jobs are also
created at the beginning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
of the year. Students are
to apply, and jobs rotate
every 6 weeks.
Applications for jobs are
approved based on
responsible students who
are modeling
expectations set in the
class contract. 9/16/23,
3/10/23
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. 9/16/23 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
learning tasks. 9/16/23 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 routinely use a
productive
available resources in provided in learning Students use a variety of range of resources in Students participate in
interactions among
learning environments environments and resources in learning learning environments monitoring and changing
students
during instruction. interact with each other environments and that relate to and enhance the design of learning
to understand and interact in ways that instruction and reflect environments and
complete learning tasks in deepen their their diversity. structures for
single lessons or understanding of the Students share in interactions.
sequence of lessons. content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
9/16/23 effectiveness and develop
a positive culture for
learning. 3/10/24
Evidence I model expectations and I facilitate Socratic
promote structures that discussions in literature
ensure productive study. In these
outcomes. Students discussions, the students
participate in Socratic practice and are expected
seminars through a to offer well developed
literature study. Though answers to the focus
role play and repetition question, explain how
students learn to build on evidence supports their
each other’s ideas, ideas, and consider other
embrace differences, and perspectives while
appreciate each other’s responding directly to
diversity. These practices their peers. Additionally, I
help to establish create the curriculum for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations across all STEAM labs and passion
student engagements. project. Both are highly
9/16/23 collaborative offering’s
that encourage students
to work through an
inquiry process. 3/10/24
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. 9/16/23 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. 9/16/23
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 3/10/24
classroom. 9/16 23
Evidence A class contract is made The use of a class contract
by students to follow and helps to encourage and
create a positive maintain expectations
productive environment. within the classroom that
Routines are established make it physically,
to help support our class intellectually, and
rules. Expectations are emotionally safe. The
made clear and practiced contract is referenced for
through role play. expectations, and used
Students understand how them to lead
to actively listen, offer conversations about how
opinions, and participate certain students or the
in class discussions. This class as a whole is
is established through following the
repetitive practice. All expectations well or areas
students are expected to for improvement.
have a smart spot in their Students maintain
home learning accountability by
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
environment with school supporting each other in
provided tools. I work in the goals outlined in our
daily SEL lessons and contract. 3/10/24
checks and follow up with
student individually who
might need more support.
I model finding successes
in failure and our class
motto is to embrace “yet”.
I go out of my way to
point out my own failures
and be transparent on
how I deal with them.
Students are expected
and encouraged to fully
participate once they feel
fully confident. All of my
student know that I will
put their basic needs
before their educational
needs 9/16/23

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. 9/16/23 expectations for to meet high
achievement. expectations.
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. 9/16/23 problem solving across factual and analytical
subject matter. 3/10/24 learning.

I integrate the use of data To drive rigor and

to find each students
starting point. Though
understanding of the
student and how they
learn I set shared goals.
This allows me to
appropriately challenge,
and scaffold each student
Evidence based on specific need.
While challenging my
students beyond their
baseline I am able to
monitor and celebrate
achievements. 9/16/23
encourage problem
solving students work
with Wonder Workshop,
ST math, and project-
based math. In Wonder
Workshop they can
practice block coding.
Facilitating lessons with
these platforms, the
students are encouraged
to productively struggle
and figure out how to
independently problem
solve. 3/10/24

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. 9/16/23 across learning activities. standards for individual
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. 9/16/23 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. 9/16/23 make improvements. unique identities.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
A class contract, daily
routines, class jobs/roles,
clear expectations, and
consequences remain
consistent. Once
standards are established,
I go out of my way to
make a positive example
out of desired behaviors. I
Evidence will also have thorough
conversations’ with an
individual or group to
mitigate future behaviors.
9/16/23
Element 2.6 Emerging Exploring Applying
Employing classroom Establishes procedures, Develops routines, Maintains regular use of
routines, procedures, routines or norms for procedures, and norms in routines and procedures
norms, and supports single lessons to support single lessons or that are culturally
for positive behavior student learning. sequence of lessons with responsive and engage
to ensure a climate in some student students in the
which all students involvement. development and
can learn monitoring of norms.
Seeks to promote positive Provides positive
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately
to behaviors in ways that
lessen disruptions to the
learning climate.
Students participate in
routines, procedures, and
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior
3/10/24
Whole group instruction
tone is set through a class
contract, modeling, and
clear expectations. For all
projects and portfolios
rubrics are provided with
expectations for content,
speaking, and active
listening. This is to guide
the student and offer
detailed feedback as to
how they participated,
spoke, listened, and
opportunities for growth.
3/10/24
Integrating Innovating
Engages students in Facilitates student
monitoring and reflecting participating in
on routines, procedures, developing, monitoring,
and norms in ways that and adjusting routines
are culturally responsive. and procedures focuses
Maintains a quality on maximizing learning.
learning climate that Classroom climate
builds on student integrates school
strengths. 9/16/23 standards and culturally
3/10/24 relevant norms.
Promotes positive Promotes positive
behaviors and behaviors and establishes
consistently prevents or preventions and a
refocuses behaviors positive classroom
disruptive to the learning climate that eliminate
climate. 9/16/23 most disruptive behavior.
3/10/24
Students share
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms.
Evidence
Element 2.7 Emerging
Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons. 9/16/23
Some students complete
learning activities in time
allotted. 9/16/23
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
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
Students receive timely responsibility with
and effective feedback Students are involved in teacher for managing and
and consequences for assessment and maintaining a positive
behaviors that interfere monitoring of routines, classroom climate that
with learning. procedures, and norms in promotes learning.
ways that improve the
learning climate. 9/16/23
3/10/24
As previously mentioned,
I have established
routines, and supports in
palace for positive
behavior outcomes.
Students help to establish
these norms and improve
on them throughout the
year. I go out of my way
to praise individuals who
follow the plan. Norms
are referred back to when
needed and posted in our
online platform. This
reinforces the pathway
for optimal learning. I
also remain in constant
communication with my
parents. 9/16/23
3/10/24
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-
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations for and review. 3/10/24 assessment, and goal
completion. setting.

I am able to pace my year I create a daily agenda

out and am aware of how for students as well as a
transitions and classroom timeline for larger
management impact my projects to keep pace.
time. However, I get hung Following this helps to
up on student stay on task and
understanding and will supports student
continue on with a topic transitions. Students
to try and support every who need additional
learner regardless of support have drop-in
allotted time. I need to hours where I can target
Evidence have more rigid deadlines specific need. 3/10/24
for myself. 9/16/23