Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community 9/20/22
where each student Some students share in
is treated fairly and responsibility for the Students participate in
respectfully classroom community. occasional community
building activities,
designed to promote
caring, fairness, and
respect. 9/20/22
I consistently reinforce
and model active listening
skills, I especially
prioritize that when any
one person is speaking,
everyone else, including
myself, is listening to the
speaker. I demonstrate
active listening as not only
the absence of talking, but
Evidence also facing the speaker
and pausing notetaking.
9/20/22
I began the school year
with a class
norm/expectation
creation activity driven by
the students’ ideas.
9/20/22
Applying Integrating Innovating
Reinforces positive, Develops shared Facilitates student self-
responsible, and responsibility with reflection and ongoing
respectful student students for resolving improvement of the
interactions. Assists conflict and creating and caring community based
students to resolve maintaining a caring on respect, fairness, and
conflicts. classroom community. the value of all members.
Incorporates cultural Supports students in
awareness to develop a taking leadership in
positive classroom developing a caring
climate. 4/22/23, community that is Students take leadership
12/4/23, 4/30/24 responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
Students demonstrate identities of all students. respectful classroom
efforts to be positive, community where
accepting, and respectful Students take student’s home culture is
of differences. 4/22/23, responsibility resolving included and valued.
12/4/23, 4/30/24 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.
When necessary, I model
positive, responsible, and
respectful interactions for
my students to
demonstrate how their
needs can be met while
still keeping in mind the
expectations that allow
our classroom to be a
positive space for
everyone. 4/22/23,
12/4/23, 4/30/24
Students have grown in
their ability to manage
conflicts with their peers
in a respectful manner.
They have become more
aware of their peers and
made sincere efforts to
support one another in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their learning. 4/22/23,
12/4/23, 4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student 9/20/22
learning.
Is aware that structured Structures for interaction
interaction between are taught in single
Creating physical or students can support lessons or sequence of
virtual learning learning. lessons to support
environments that student learning.
promote student 9/20/22
learning, reflect
diversity, and
encourage
constructive and Some students use
productive available resources in Students use resources
interactions among learning environments provided in learning
students during instruction. environments and
interact with each other
to understand and
complete learning tasks
in single lessons or
sequence of lessons.
9/20/22, 4/22/23,
12/4/23, 4/30/24
I utilize various mediums
for supporting the
traditional classroom
environment, students
especially enjoy activities
that include the
Evidence integration of technology.
I often utilize the online
tools available through
Amplify Science, our
school’s Science
curriculum. I also include
frequent opportunities
Applying Integrating Innovating
Develops physical Maintains physical Adapts physical and/or
environments that reflect environments that reflect environments flexibly to
student diversity and student diversity and facilitate access to a wide
provide a range of provides a broad range of range of resources that
resources for learning. resources, displays, and engage students in
4/22/23, 12/4/23, artifacts that are current learning. Ensures that
4/30/24 and integral to environments enhance
instruction. learning and reflect
Utilizes a variety of diversity within and
structures for interaction Integrates a variety of beyond the classroom.
during learning activities structures for interaction
that ensures a focus on that engage students Selects from a repertoire
and completion of constructively and of structures for
learning tasks. 4/22/23, productively in learning. interaction to ensure
12/4/23, 4/30/24 accelerated learning for
Students routinely use a the full range of students.
range of resources in
learning environments Students participate in
that relate to and monitoring and changing
Students use a variety of enhance instruction and the design of learning
resources in learning reflect their diversity. environments and
environments and Students share in structures for
interact in ways that monitoring and interactions.
deepen their assessment of
understanding of the interactions to improve
content and develop effectiveness and develop
constructive social and a positive culture for
academic interactions. learning.
The classroom
environment is
structured in a way that
is not too over
stimulating and provides
a good balance of
learning resources for all
students without being
overwhelming. 4/22/23,
12/4/23, 4/30/24
My lessons are structured
to include a combination
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for partner and group of tasks based on reading,
work. 9/20/22, 4/22/23, written expression,
12/4/23, 4/30/24 technology use, in
addition to partner,
group, and whole class
discussion. 4/22/23,
12/4/23, 4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and
laws regarding safety addresses safety issues
that are required by the regarding materials,
site, district, and state. student interactions, and
Responds to behaviors the organization of the
that impact student learning environments.
safety as they arise. 9/20/22
Establishing and
maintaining learning
environments that Explores strategies to
are physically, establish intellectual and
intellectually, and emotional safety in the
emotionally safe classroom.
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 9/20/22,
4/22/23, 12/4/23,
4/30/24
If a lesson is likely to
result in potential safety
issues, I discuss the
issues with the class and
ask questions or present
scenarios that allow
students to explain their
understanding of
potential hazards and
how to avoid/prevent
Evidence them. 9/20/22
Students ask me before
proceeding with a task
that could be potentially
harmful and remind their
peers of the safety
expectations. 9/20/22,
4/22/23, 12/4/23,
4/30/24
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility
risks to physical, students to take risks and with the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. 4/22/23, Engages in reflection on
12/4/23, 4/30/24 their own language and
behavior that contributes
Models and provides to intellectual and
instruction on skills that emotional safety in the
develop resiliency and classroom.
support intellectual and Students demonstrate
emotional safety. Students develop and resiliency in
9/20/22, 4/22/23, practice resiliency skills perseverance for
12/4/23, 4/30/24 and strategies to strive academic achievement.
for academic Students maintain
achievement, and intellectual and
Students take risks, offer establish intellectual and emotional safety for
opinions, and share emotional safety in the themselves and others in
alternative perspectives classroom. the classroom.
I adjust lesson materials
or activity steps if I
anticipate a potential
harm that could detract
from the purpose of the
task. 4/22/23, 12/4/23,
4/30/24
When implementing
checks for
understanding, I do not
label student ideas as
“correct” or “almost
there”, instead I remind
them that I value their
learning process and
encourage them to
practice explaining their
ideas, which allows them
to better show their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
understanding. As a
result, students are more
willing to share their
ideas and connections. I
remind students to treat
their interactions with
each other with the same
consideration. 9/20/22,
4/22/23, 12/4/23,
4/30/24
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.
Creating a rigorous expectations for while becoming aware of understanding of technologies throughout Supports students to
learning students. 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. 9/20/22, address achievement in meeting high differentiated strategies
and appropriate 4/22/23, 12/4/23, gaps. expectations for to meet high
support for all 4/30/24 achievement. expectations.
students Students engage in a
Some students ask for variety of differentiated Students actively use Students take
teacher support to Some individuals and supports and challenges supports and challenges responsibility to fully
understand or complete groups of students work in ways that promote to complete critical utilize teacher and peer
learning tasks. with the teacher to their accuracy, analysis, reading, writing, higher support, to achieve
support accuracy and and problem solving in order thinking, and consistently high levels of
comprehension in their learning. problem solving across factual and analytical
learning. 9/20/22, subject matter. learning.
4/22/23, 12/4/23,
4/30/24
As a science teacher, I
emphasize the
importance of the
investigation process as
well as accuracy. For
example, when recording
observations of a
scientific model I require
students to explain their
Evidence claims and evidence
which reinforces the
learning goals for the
unit. I check-in with
students who are
challenged by such
requirements and model
how they can
demonstrate their
understanding of the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
content. 9/20/22,
4/22/23, 12/4/23,
4/30/24

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 high standards for individual and group role in monitoring and
expectations for individual and group behavior within and maintaining high
individual and group behavior. across learning activities. standards for individual
behavior. 9/20/22, and group behaviors.
Developing, Refers to standards for 4/22/23, 12/4/23, Utilizes routine Guides and supports
communicating, and behavior and applies 4/30/24 references to standards students to self-assess,
maintaining consequences as needed. for behavior prior and monitor, and set goals for
high standards for Reviews standards for during individual and individual and group
individual and group behavior with students in group work. 4/22/23, behavior and
behavior single lessons or 12/4/23, 4/30/24 participation.
sequence of lessons in
Students are aware of anticipation of need for Students respond to Students demonstrate
classroom rules and reinforcement. 9/20/22 Students follow behavior individual and group positive behavior,
consequences. expectations, accept behaviors and encourage consistent participation
Students know consequences and and support each other and are valued for their
expectations for behavior increase positive to make improvements. unique identities.
and consequences and behaviors. 4/22/23,
respond to guidance in 12/4/23, 4/30/24
following them. 9/20/22
I led a class norm Before “releasing” the
creation activity driven group to complete
by the students’ ideas. independent, partner, or
Students were provided small group tasks I
with focuses for remind students of
expectations and tasked expectations with regard
with identifying to engagement,
examples of actions that participation related to
Evidence meet those expectations. on-task behavior.
9/20/22, 4/22/23, 4/22/23, 12/4/23,
12/4/23, 4/30/24 4/30/24

If an activity requires a Should students require

specific action, I remind targeted intervention, I
students of the remind them of how they
expectation beforehand. have not met the class
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
For example, before a norms and we discuss
class discussion I remind how they can change
students about how to their behavior in order to
practice active listening. contribute to a positive
When students outcome for themselves.
demonstrate behaviors 4/22/23, 12/4/23,
that do not meet these 4/30/24
expectations, we revisit
the class norms. 9/20/22
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. 9/20/22 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
4/22/23 , builds on student integrates school
Seeks to promote 12/4/23,4/30/24 strengths. standards and culturally
positive behaviors and relevant norms.
Responds to disruptive responds to disruptive Provides positive Promotes positive
Employing
behavior. behavior. 9/20/22 behavior supports. behaviors and Promotes positive
classroom routines,
Responds appropriately consistently prevents or behaviors and
procedures, norms,
to behaviors in ways that refocuses behaviors establishes preventions
and supports for
lessen disruptions to the disruptive to the learning and a positive classroom
positive behavior to
learning climate. climate. climate that eliminate
ensure a climate in
Students participate in most disruptive behavior.
which all students
Students receive routines, procedures, and
can learn
correction for behavior norms and receive
Students are aware of that interferes with reinforcement for
procedures, routines, and learning, and positive positive behaviors. Students are involved in Students share
classroom norms. reinforcement in 4/22/23, 12/4/23, assessment and responsibility with
following routines, 4/30/24 monitoring of routines, teacher for managing and
procedures, and norms. procedures, and norms in maintaining a positive
9/20/22 Students receive timely ways that improve the classroom climate that
and effective feedback learning climate. promotes learning.
and consequences for
behaviors that interfere
with learning. 4/22/23,
12/4/23, 4/30/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Based on the student I consistently utilize
authored class norms, I routines that are mindful
prioritize positive and respectful of each of
behaviors by modeling my students. When
and spotlighting actions necessary, I model
that meet this positive, responsible, and
expectation. When respectful interactions
disruptive behaviors for my students to
present themselves, I demonstrate how their
bring the focus back to needs can be met while
their class norms and still keeping in mind the
address the matter expectations that allow
appropriately with our classroom to be a
Evidence respect to the student’s positive space for
privacy. 9/20/22 everyone. Should
students require targeted
intervention, I remind
them of how they have
not met the class norms
and we discuss how they
can change their
behavior in order to
contribute to a positive
outcome for themselves.
4/22/23, 12/4/23,
4/30/24
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
lessons.
Using instructional
time to optimize
Some students complete
learning
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. 9/20/22
I adjust time allotted for
tasks based on individual
student’s needs or the
specific class’ dynamic.
For example, students
with identified learning
needs receive more time
and adjusted
expectations when
completing written work.
Additionally, a class with
especially high energy
may receive more
reinforcement and
reminders of
expectations for task
completion. 9/20/22
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.
9/20/22 4/22/23, 12/4/23,
4/30/24 Students monitor their
Students participate in own time, are engaged in
and complete a variety of Students use their accomplishing learning
learning activities in the instructional time to goals, and participate in
time allotted with engage in and complete reflection,
options for extension and learning activities and self-assessment, and goal
review. 4/22/23, are prepared for the next setting.
12/4/23, 4/30/24 sequence of instruction.
When lesson planning, I I regularly incorporate
include time for whole pre-unit assessments,
group instruction, critical juncture
teacher-led assessments, end-of-unit
demonstration of an assessments, and checks
activity (I typically ask for understanding
students to read the throughout a unit to
activity directions to me provide ongoing
in order to address any assessment data that will
potential confusion inform my lesson
before students work planning. 4/22/23,
independently, as 12/4/23, 4/30/24
partners, or in a group),
student completion of
the activity, checks for
understanding, and a
possible return to the
activity if students show
a need for reinforcement
of the content. 9/20/22
Students are provided
with activity timers to
assist them in staying
on-task during
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
independent, partner,
and small group work.
Students have become
familiar with the
expectations, rhythm,
and pacing of a lesson
which has allowed them
to anticipate how they
can successfully
participate and engage
with the material. The
majority of my students
remain consistently
on-task and are able to
complete classwork
within the allotted time
and model their
understanding for the
whole group when we
review said classwork.
4/22/23, 12/4/23,
4/30/24