Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying
Models and Models fair and respectful Reinforces positive,
communicates behavior. Demonstrates responsible, and
expectations for fair and commitment to fairness respectful student
respectful behavior to and respect in interactions. Assists
support social communications with students to resolve
development. students about language conflicts.
and behavior. Incorporates cultural
Promoting social Seeks to understand awareness to develop a
Development and cultural perceptions of positive classroom
responsibility within caring community. climate. 7/13/23
a caring community 11/26/23
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community Students demonstrate
respectfully classroom community. building activities, efforts to be positive,
designed to promote accepting, and respectful
caring, fairness, and of differences. 7/13/23
respect. 11/26/23
I reinforce the importance of
respect. I value positive
interactions and intervene
student interactions when
necessary to help resolve
conflict and keep the
conversations positive and
uplifting. Respecting one
another is one of my main
rules of my classroom and is
implemented starting day 1.
Evidence The students do try to be
respectful with one another
and are accepting of each
other’s’ differences. When
the students do make
mistakes and stray from
positive behavior, I step in
and remind the students on
respectful behavior in the
classroom. 7/13/23
I have discussions with
Integrating Innovating
Develops shared Facilitates student self-
responsibility with reflection and ongoing
students for resolving improvement of the
conflict and creating and caring community based
maintaining a caring on respect, fairness, and
classroom community. the value of all members.
Supports students in
taking leadership in
developing a caring
community that is Students take leadership
responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
identities of all students. respectful classroom
4/28/24 community where
student’s home culture is
Students take included and valued.
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. 4/28/24
I pull students aside to
help them resolve conflict
if something happens. I
support students as they
are joining our leadership
team. 4/28/24
With guidance, students
are able to resolve their
conflicts with one another
in a positive way. They
remember to always be
respectful of others
differences. 4/28/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
my students on the
importance of treating
each other kindly,
respectfully, and
positively while
communicating with each
other online. Specifically, I
discuss appropriate ways
to message each other on
our online portal,
myHCS. 11/26/23
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 7/13/23 resources for learning. resources, displays, and engage students in
learning. 11/26/23 artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured structures for interaction instruction. 4/28/24 learning and reflect
interaction between Structures for interaction during learning activities diversity within and
students can support are taught in single that ensures a focus on Integrates a variety of beyond the classroom.
Creating physical or learning. lessons or sequence of and completion of structures for interaction
virtual learning lessons to support learning tasks. that engage students Selects from a repertoire
environments that student learning. constructively and of structures for
promote student productively in learning. interaction to ensure
learning, reflect 7/13/23 accelerated learning for
diversity, and Students use a variety of 11/26/23 the full range of students.
encourage Some students use resources in learning 4/28/24
constructive and available resources in environments and Students participate in
productive learning environments Students use resources interact in ways that Students routinely use a monitoring and changing
interactions among during instruction. provided in learning deepen their range of resources in the design of learning
students environments and understanding of the learning environments environments and
interact with each other content and develop that relate to and enhance structures for
to understand and constructive social and instruction and reflect interactions.
complete learning tasks in academic interactions. their diversity.
single lessons or 7/13/23 Students share in
sequence of lessons. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 11/26/23
4/28/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I explore many different The students are able to I have many displays
virtual learning platforms work in groups on the around my room that are
with students, such as variety of resources given encouraging and reflect
online math games, IXL, to them. They can use the importance of
Khan Academy, and communication as a tool showing respect to one
Desmos to support to develop their another. 4/28/24
student learning. I am understanding and learn
continuously working on how to work together as a I integrate many
providing more of a team. 7/13/23 structures for interaction,
diverse range of online such as calling on
platforms. 7/13/23 students to answer
questions during lessons,
group work, partner
work, and teamwork.
These opportunities
productively engage the
students with the topic at
Evidence hand. 7/13/23

I have recently
experimented with IXL
with my students to see
how it would assist my
students with their
learning. It has been
effective in assisting
students and it is very
engaging. The students
can work with each other
and help one another
while each having a
unique set of practice
problems of their own.
11/26/23
4/28/24
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. 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. 7/13/23 Engages in reflection on
Establishing and
Explores strategies to 11/26/23 4/28/24 their own language and
maintaining learning
establish intellectual and behavior that contributes
environments that
emotional safety in the Models and provides to intellectual and
are physically,
classroom. instruction on skills that emotional safety in the
intellectually, and
develop resiliency and classroom.
emotionally safe
support intellectual and Students demonstrate
Students are aware of emotional safety. resiliency in
required safety Students follow teacher 7/13/23 Students develop and perseverance for
procedures and the guidance regarding 11/26/23 4/28/24 practice resiliency skills academic achievement.
school and classroom potential safety issues for and strategies to strive Students maintain
rational for maintaining self or others. Students take risks, offer for academic intellectual and emotional
safety. opinions, and share achievement, and safety for themselves and
alternative perspectives establish intellectual and others in the classroom.
7/13/23 emotional safety in the
11/26/23 4/28/24 classroom.
The students are
repeatedly taught about
being kind to one another
as someone gives a
differing opinion to
theirs. They are taught to
understand that everyone
has the right to their own
opinion on how to solve a
Evidence problem. 7/13/23
11/26/23 4/28/24

The students are taught

and shown that resiliency
is a very important skill
to have while
understanding difficult
math concepts. The
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students are supported
by me and their peers as
they persevere through
difficult tasks. 7/13/23
11/26/23 4/28/24

Students are given the

opportunity during group
work to share their
opinions and personal
perspectives with other
students. 7/13/23
11/26/23 4/28/24
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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
Creating a rigorous
achievement patterns for achievement patterns, instruction that support utilize an extensive
learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
environment with
students. address achievement in meeting high differentiated strategies
high expectations
gaps. 7/13/23 expectations for to meet high
and appropriate
11/26/23 achievement. expectations.
support for all
Some students ask for Some individuals and 4/28/24
students
teacher support to groups of students work Students actively use Students take
understand or complete with the teacher to Students engage in a supports and challenges responsibility to fully
learning tasks. support accuracy and variety of differentiated to complete critical utilize teacher and peer
comprehension in their supports and challenges reading, writing, higher support, to achieve
learning. 7/13/23 in ways that promote order thinking, and consistently high levels of
their accuracy, analysis, problem solving across factual and analytical
and problem solving in subject matter. learning.
learning.
11/26/23
4/28/24
When I notice students I incorporate many
are not understanding the challenges into my lesson
concept at hand. I plans, such as critical
intervene and help the thinking opportunities
student one-on-one or and challenge problems. I
help struggling students hold my students to very
in small groups. This high standards and
personal time helps the expect them to always
students comprehend the strive for the best. I use
Evidence concepts better. 7/13/23 informal and formal
assessment results to
analyze student
achievement and focus on
how to challenge students
who are exceeding
expectations and how to
help students who are not
yet meeting expectations.
7/13/23.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
4/28/24

On IXL, when students

reach a score of 90 on an
assignment, students
enter a challenge zone.
They are able to
participate in more
challenging problems to
solidify their knowledge
on the concepts.
Sometimes I make this
optional for the students,
and sometimes it is
required. 11/26/23
4/28/24
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
7/13/23 and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine 11/26/23 4/28/24
communicating, and behavior and applies behavior with students in references to standards
maintaining consequences as needed. single lessons or for behavior prior and Guides and supports
high standards for sequence of lessons in during individual and students to self-assess,
individual and group anticipation of need for group work. 7/13/23 monitor, and set goals for
behavior reinforcement. 11/26/23 individual and group
behavior and
Students are aware of Students know Students follow behavior participation.
classroom rules and expectations for behavior expectations, accept Students demonstrate
consequences. and consequences and consequences and Students respond to positive behavior,
respond to guidance in increase positive individual and group consistent participation
following them. 7/13/23 behaviors. behaviors and encourage and are valued for their
11/26/23 and support each other to unique identities.
make improvements.
4/28/24
The students are aware of Students are routinely Expectations, positive I always begin group
their expectations and reminded on how to supports, and work by explaining
what consequences are behave and how to treat consequences are positive group
given if they fail to meet each other. Students consistent regardless of interactions. I am
expectations, but understand how the student. Expectations constantly walking
mistakes are made, and important it is to value for student behavior is around the room to listen
my guidance is needed positive behavior clear, and consequences to them and to observe
when this happens. The towards one another. are given if necessary. their work. I intervene
students do respond to 7/13/23 Consequences are pre- when necessary. 4/28/24
my guidance when I get 11/26/23 structured, so students
Evidence involved. 7/13/23 know what to expect if
11/26/23 expectations are not met.
7/13/23
11/26/23
My Students are very
encouraging in their
group work. They know
to help students when
they are falling behind to
keep the group moving
together. 4/28/24
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. 7/13/23 standards and culturally
Seeks to promote positive Provides positive 11/26/23 4/28/24 relevant norms.
Employing classroom Responds to disruptive behaviors and responds behavior supports.
routines, procedures, behavior. to disruptive behavior. Responds appropriately Promotes positive Promotes positive
norms, and supports to behaviors in ways that behaviors and behaviors and establishes
for positive behavior lessen disruptions to the consistently prevents or preventions and a
to ensure a climate in learning climate. refocuses behaviors positive classroom
which all students Students participate in disruptive to the learning climate that eliminate
can learn routines, procedures, and climate. 7/13/23 most disruptive behavior.
norms and receive 11/26/23 4/28/24 4/28/24
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. 7/13/23 learning climate. classroom climate that
11/26/23 4/28/24 promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
When behavior At the beginning of the Students are rewarded
expectations are not met, year, students get the for positive behavior with
students are given opportunity to explore tickets. Those tickets can
feedback and the routines, procedures, be used in raffles to win
consequences right away. and norms of my fun prizes. 4/24/28
The student and I have a classroom. The students
conversation about the continue to be reminded
behavior, the student is of these throughout the
reminded of correct year. I always emphasize
behavior, and proper the importance of
consequences are given. building each other up.
7/13/23 7/13/23
11/26/23 11/26/23
4/28/24 4/28/24
Evidence
Students are rewarded
for positive behavior
using a ticket system.
Raffles are held monthly
to reward students.
Disruptive behaviors are
always addressed by
methods such as
refocusing the student,
standing near the student,
having a conversation,
and more, to help focus
the class. 7/13/23
11/26/23
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.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Applying Integrating
Paces instruction with Paces instruction to include
students to provide ongoing assessment of
adequate time for student learning. Supports
instruction, checking students in the monitoring
for understanding, of instructional time.
completion of learning 7/13/23
activities and closure. 11/26/23
Students participate in Students use their
and complete a variety instructional time to engage
of learning activities in in and complete learning
the time allotted with activities and are prepared
options for extension for the next sequence of
and review. instruction. 7/13/23
11/26/23 4/28/24
During the lessons, the
students are called on to
work through problems
aloud or to answer questions
at hand. This helps me
informally assess how the
students are doing. As
students work on group
work or independent work, I
walk around the classroom
to informally assess the
students’ performance and
to be available to the
students when needed.
7/13/23
11/26/23
The students are given time
to engage in learning
activities with groups and
independently to help
strengthen their knowledge
on the skill at hand to help
prepare them to build on
this skill in the next lesson.
7/13/23
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. 4/28/24
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
We have a daily routine in
class that students are
used to and are able to
flow through with ease.
Students are shown a Bell
Ringer at the beginning of
class that tells them how
to prepare for the day,
they are given their
lesson, and then their
homework is posted for
them to get started on.
4/28/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
11/26/23
4/28/24