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
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.
Evidence Exploring-Students are
given an advisory class
where activities are
provided to demonstrate
the importance of our
core values, along with
caring for their fellow
peers and their
community.
Evidence: An example of
some of the activities that
help reinforce our
school's core values is
going into the Boystown
skills, with a particular
emphasis of a skill of the
week, as seen in these
PowerPoint slides(LINK).
Here, we connect this
with socio-emotional
skills to help students
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. community that is Students take leadership
responsive to the diverse in resolving conflict and
Students demonstrate cultural norms of creating a fair and
efforts to be positive, identities of all students. respectful classroom
accepting, and respectful community where
of differences. Students take student’s home culture is
responsibility resolving included and valued.
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.
Applying-Reinforces
positive, responsible, and
respectful student
interactions. Assists
students to resolve
conflicts. Incorporates
cultural awareness to
develop a positive
classroom climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences.
Evidence: The core values
of our school:
Pride
Respect
Integrity
Determination
Empathy
are used in both content
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learn how to care for
their fellow peers and by
extension, their
community.
Exploring-Models fair
and respectful behavior.
Demonstrates
commitment to fairness
and respect in
communications with
students about language
and behavior. Seeks to
understand cultural
perceptions of caring
community.
Students participate in
occasional community
building activities,
designed to promote
caring, fairness, and
respect.
Students practice how to
use the Boystown skills
during a redirection in
class. For example, if a
student blurts out an
answer instead of raising
their hand, we talk to the
student in a positive tone,
remind them of the
Boystown skill (Ask a
Question), have the
student practice in the
moment, and remind
them that this is not a
punishment, but a skill
needed both inside and
outside the classroom.
lessons whenever
possible and are
reinforced with lessons in
the advisory classes from
Monday to Thursday.
Cultural lessons are
implemented with hands-
on activities such as book
club) that students get to
synthesize the cultures of
different people and how
that can impact their live.
They answer questions to
show their understanding
using Google Docs with
documents such as
this(LINK).
Applying-Reinforces
positive, responsible, and
respectful student
interactions. Assists
students to resolve
conflicts. Incorporates
cultural awareness to
develop a positive
classroom climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences.
Evidence: With our
students at our school, we
have been able to
emphasize the school’s
core values (Pride,
Respect, Integrity,
Determination, Empathy)
to be used both inside
and outside our school. In
addition, real life
application lessons with
hands-on activities such
as creating a poster to
honor Asian
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
American/Pacific
Islanders) that students
get to synthesize how the
cultures of the world can
be relevant to us all.
Students share their
reflections with
documents such as
this(LINK).
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. 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. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence Emerging-Is aware of the Exploring-Classroom is Applying- Develops
importance of the designed to be a physical environments
physical and/or virtual welcoming environment that reflect student
learning environments for all students. Various diversity and provide a
that support student resources are available range of resources for
learning. Is aware that that not only promote learning. Utilizes a variety
structured interaction academic work but also of structures for
between students can social development. interaction during
support learning. Some Evidence: Classroom was learning activities that
students use available designed to be a ensures a focus on and
resources in learning welcoming environment. completion of learning
environments during Posters reflecting positive tasks. Students use a
instruction. reinforcement are placed variety of resources in
Evidence: Classroom has around the room, along learning environments
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
additions that reflect
various resources that
students have used in
learning within the school
year. However, there isn’t
much technology used to
reinforce these
technologies often, with
things such as this slide
deck being demonstrated
to our students via
PowerPoint to go over
sudden changes in our
learning environment for
a lock-down(LINK). This
goes with ISTE standard
2.3c Teach Safe, Legal,
Ethical Practices: mentor
students in safe, legal and
ethical practices with
digital tools and the
protection of intellectual
rights and property
because it helps students
know what they need to
do when the classroom
environment becomes
unsafe. That way, they
know what is needed to
do so that all students can
get through the event that
is causing the room to be
unsafe and know that all
adults are ready to
protect them.
with a place for student and interact in ways that
work to be displayed. deepen their
Student drawings or understanding of the
mementos are also content and develop
pinned on a corkboard. constructive social and
Posters that emphasize academic interactions.
our school’s core values: Date: April 2024
Pride, Respect, Integrity, Evidence: Students have a
Determination, Empathy highly structured lesson
are found in the that includes different
classroom. Resources on modes of instruction
the Boystown restorative following the UDL model
practices model are for lesson plans “I do, we
displayed in the do, you do.” Students have
classroom. several ways to share
Exploring-Experiments information, where if
with and/or virtual cold-called, discussing
learning environments information with a
that support student partner or when having
learning. Structures for whole group debates,
interaction are taught in with these lessons seen in
single lessons or this week’s lesson plans
sequence of lessons to on Ancient Rome (LINK)
support student learning.
Students use resources
provided in learning
environments and
interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
Evidence: Classroom has
varying student-work
samples to be a
welcoming environment.
Posters that promote
positive reinforcements
are placed around the
room, along with
information on the
Boystown social
reflections.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom.
intellectually, and
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence Exploring-Students are
guided in terms of their
learning environment
with the use of Boystown
as one of our restorative
practices.
Date: September 2022
Evidence: Here is one of
the lesson activities that
helps students
comprehend what
Boystown skill we will
practice along with the
importance of the skill
through a video
embedded in the
PowerPoint slides and
connecting the
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and 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. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and emotional
achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Students are being Integrating- Integrates
reinforced on how to support for students to
interact with their peers take risks and offer
and adults, with the respectful opinions about
Boystown system being divergent viewpoints.
one of the main Engages in reflection on
restorative practices as their own language and
we enter our second year behavior that contributes
of using Boystown as the to intellectual and
main form of addressing emotional safety in the
non-positive behaviors. classroom. Students
The application of the develop and practice
Boystown restorative resiliency skills and
model are implemented strategies to strive for
within the lessons in academic achievement,
advisory and core and establish intellectual
content, which reflect and emotional safety in
both positive and the classroom.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
importance of emotions negative behaviors both Date: April 2024
to have a safe learning from teacher-student Evidence: Students are
environment(LINK) along with student- accustomed to Boystown
student. This is and our restorative
Exploring-Recognizes and embedded when justice model to cultivate
addresses safety issues reviewing information, positive behaviors and
regarding materials, such as expectations that redirect non-positive
student interactions, and go with Boystown, such behaviors. By applying
the organization of the as asking for help, with the use of Boystown, we
learning environments. this form reflected on this can ensure our students
Explores strategies to done on Google feel welcomed and that
establish intellectual and Docs(LINK). This goes the redirects are not just
emotional safety in the with ISTE standard 2.6a, disciplinary in nature. For
classroom. Students Foster Student example, we have
follow teacher guidance Ownership of Learning- instituted the use of a
regarding potential safety foster a culture where behavior tracker with a
issues for self or others. students take ownership specific student so that
Evidence: Students are of their learning goals and the student knows we
informed on how to outcomes in both want their behavior to be
interact with their peers independent and group contributing to a great
and adults, with the settings because many of class environment and
Boystown system being our students have to not just to single them out
one of the main become accustomed to (LINK).
restorative practice. This ask for help in all of their
is done in a positive, classes. As I teach 6th
restorative form so that grade students, many are
students recognize that used to having only 1
this is not punitive, but teacher, one that they
rather meant to cultivate spend all day with and
positive forms of are often checked in. In
behavior in and out of the contrast, students have
classroom. multiple teachers now,
 Level of Development: which may make it
Exploring-Recognizes and difficult for some to ask
addresses safety issues for help when needed. By
regarding materials, using Google Docs and
student interactions, and gathering direct input
the organization of the from each student, we can
learning environments. see if students
Explores strategies to understand the
establish intellectual and importance of asking for
emotional safety in the help. Then, we apply what
classroom. Students we observe in the class to
follow teacher guidance see if students are
regarding potential safety learning this skill or if
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
issues for self or others.
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
maintaining high expectations for students
Creating a rigorous
expectations for students. while becoming aware of
learning
achievement patterns for
environment with
individuals and groups of
high expectations
students.
and appropriate
support for all
students
Some students ask for Some individuals and
teacher support to groups of students work
understand or complete with the teacher to
learning tasks. support accuracy and
comprehension in their
learning.
Exploring-Lessons are
designed to meet a
rigorous learning
environment by including
several different activities
that use critical thinking
skills along with
Evidence historical thinking skills.
Evidence: Discussing the
lesson plans with a coach
allows for adjustment on
the understanding and
important learning goals
set for these students.
Feedback is provided on
more lessons are needed
so all students develop
this skill.
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and learning.
understanding of technologies throughout Supports students to
achievement patterns, instruction that support utilize an extensive
and uses scaffolds to the full range of learners repertoire of
address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Students engage in a
variety of differentiated Students actively use Students take
supports and challenges supports and challenges responsibility to fully
in ways that promote to complete critical utilize teacher and peer
their accuracy, analysis, reading, writing, higher support, to achieve
and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
Applying-Develops a Integrating- Integrates
rigorous learning rigor throughout the
environment that learning environment
includes accuracy, that values accuracy,
analysis, problem solving, analysis, and critical
and appropriate levels of reading, writing and
challenge. Holds high thinking.
expectations for Integrates strategic
students. Has an scaffolds and
understanding of technologies throughout
achievement patterns, instruction that support
and uses scaffolds to the full range of learners
address achievement in meeting high
gaps. Students engage in a expectations for
variety of differentiated achievement. Students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the lesson materials and
lesson plans, with an
example of feedback left
for a set of lessons(LINK)
that both confirm that the
content is rigorous, has
supports included for all
students and provides a
point of clarity so that the
high expectations are
clear to the students.
Exploring-Strives for a
rigorous learning
environment that
includes accuracy,
understanding, and the
importance of meeting
targeted learning goals.
Works to maintain high
expectations for students
while becoming aware of
achievement patterns for
individuals and groups of
students. Some
individuals and groups of
students work with the
teacher to support
accuracy and
comprehension in their
learning.
Evidence: Having a post-
observation debrief with
the coach a coach allows
for adjustment on the
understanding and
important learning goals
set for these students.
Feedback is provided on
the lesson materials and
lesson plans, with an
example of feedback left
for a set of lessons(LINK)
that both confirm that the
content is rigorous, has
supports and challenges actively use supports and
in ways that promote challenges to complete
their accuracy, analysis, critical reading, writing,
and problem solving in higher order thinking,
learning. and problem solving
Evidence: Students are across subject matter.
expected to create a claim Date: April 2024
on a key question for a Evidence: Lesson plans
writing prompt that are creating with the
requires students to use evaluation of the
primary or secondary students’ abilities and
sources to defend and skills in terms of social
expand their claim, which studies. Different
is reviewed and discussed historical thinking skills
with a coach. Students are used, where students
will be expected to use have open-ended
this information they questions that students
wrote on paper for the can answer using text-to-
first draft and type their text or text-to-world
final drafts on Google connections. With these
Docs, with this essay expectations established
checklist posted on in lesson plans each
Google Classroom(LINK) week, I hosted a
detailing the expectations professional development
of the students. meeting at our school on
curriculum and rigor as
seen in this PowerPoint
(LINK). This aligns with
the NBPTS standard IV
for social studies:
Standard IV
Instruction
Accomplished social
studies–history teachers
recognize that
excellent instruction
depends on skilled
organization and creative
interweaving of curricula,
varied instructional
strategies, meaningful
assessment, and
supporting resources that
engage students with
content, provide
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
supports included for all
students and provides a
point of clarity so that the
high expectations are
clear to the students.
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
and explains expectations
for individual and group
behavior.
Developing,
communicating, and Refers to standards for Reviews standards for
maintaining behavior and applies behavior with students in
high standards for consequences as needed. single lessons or
individual and group sequence of lessons in
behavior anticipation of need for
reinforcement.
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
Evidence
meaningful and
instructive feedback, and
promote
a love of learning, as the
way that rigor is built in
where all students can
experience success will
help students remain
engaged with both what
is being taught and how
the information is taught,
a key cornerstone of my
teacher leadership
foundation.
Applying Integrating Innovating
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. behavior and
participation.
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.
Applying-Our school’s Integrating-Integrates
core value system allows equitable expectations,
students to take positive supports, and
accountability if any of consequences for
their actions are not individual and group
reflecting those values. behavior within and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
The use of Boystown across learning activities.
allows students to be Guides and supports
informed of their students to self-assess,
expected behavior at a monitor, and set goals for
high standard. Students individual and group
are reminded of the steps behavior and
undertaken with participation. Students
Boystown depending on a respond to individual and
positive or negative group behaviors and
behavior. encourage and support
Evidence: Students can be each other to make
asked if the behavior they improvements.
are demonstrating is Date: April 2024
reflective of any of our Evidence: With students
core values, and once the now more familiarized
student acknowledges if with Boystown as the
their behavior is positive school year progresses,
or negative, we can students are given
discuss how to continue multiple opportunities to
the positive behavior or self-assess and see if
take corrective steps to they’re demonstrating the
change a negative five core values (Pride,
behavior to a positive Respect, Integrity,
one. The use of Boystown Determination, Empathy)
allows me to guide a without the need for a
student to keep redirect from a teacher.
promoting positive Other students can
behaviors in the observe the positive
classroom, such as the behaviors and seek to
expectation about how to commit to the same
work with others is met. positive norms their
fellow classmates are
Applying-Uses multiple showing.
strategies including
culturally responsive
instruction to develop
and maintain high
standards for individual
and group behavior.
Utilizes routine
references to standards
for behavior prior and
during individual and
group work. Students
follow behavior
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
expectations, accept
consequences and
increase positive
behaviors.
Evidence: One on one
conversations are had
with a student to have
them reflect if they are
following the core values
of our school. After the
student shares their
views, we talk about how
we want them to be an
exemplar with their
positive behavior or
adjust their behavior to
one that reflects our core
values. Boystown helps
frame the conversation to
ensure these positive
outcomes are the goals
for both student and
teacher.

Applying-Uses multiple
strategies including
culturally responsive
instruction to develop
and maintain high
standards for individual
and group behavior.
Utilizes routine
references to standards
for behavior prior and
during individual and
group work. Students
follow behavior
expectations, accept
consequences and
increase positive
behaviors.
Evidence: Reinforcing
our Boystown values
allows me to guide a
student to keep
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
promoting positive
behaviors in the
classroom, such as the
expectation about how to
work with others is met.
However, there isn't too
much technology
implemented for these
skill building and
Boystown
implementation. A new
system, called
C.H.A.M.P.S, does have
more use that is
embedded with
technology. These
C.H.A.M.P.S expectations
can be seen on many
slides on this
PowerPoint(LINK), which
is gone over at each point
so students understant
their behavior
expectations whether
working individually or
with others.

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn 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.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Evidence Exploring-Routines are Integrating- Engages

used in the development Applying-Maintains students in monitoring
of my lesson plans. regular use of routines and reflecting on
Students have both oral and procedures that are routines, procedures, and
reminders of the routines culturally responsive and norms in ways that are
as well as visual engage students in the culturally responsive.
reminders of the development and Maintains a quality
expectations of each monitoring of norms. learning climate that
lesson. Provides positive builds on student
Evidence: Certain behavior supports. strengths. Promotes
routines are established Responds appropriately positive behaviors and
into the way our school to behaviors in ways that consistently prevents or
functions (such as using lessen disruptions to the refocuses behaviors
Boystown to both learning climate. Students disruptive to the learning
promote positive participate in routines, climate. Students are
behaviors as well as to procedures, and norms involved in assessment
restoratively address any and receive and monitoring of
negative behaviors. When reinforcement for routines, procedures, and
students share answers, I positive behaviors. norms in ways that
do my best to compliment Students receive timely improve the learning
students for sharing the and effective feedback climate.
answer, even if the and consequences for Date: April 2024
answer might not be behaviors that interfere Evidence: Students take
correct. with learning. summative assessments
Level of Development: Evidence: This is an area using the Kahoot
Exploring-Develops that doesn't have a lot of software(LINK), where all
routines, procedures, and technology embedded. students have their
norms in single lessons or However, when we take responses affirmed. I also
sequence of lessons with summative assessments make sure to hype up
some student using the Kahoot students who are on
involvement. Seeks to software(LINK), I make answer streaks and/or
promote positive sure that students are took their time to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
Some students complete
learning activities in time
allotted.
behaviors and responds
to disruptive behavior.
Students receive
correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
Evidence: The new
routines with Boystown
being implemented this
year (with Boystown
being the main reference
for both positive
behaviors and
redirections of negative
behaviors) are being
reinforced within my
class. I make sure to
always share and
commend students for
sharing answers not only
when volunteering, but
for those who I call with
equity sticks as well, no
matter what answer is
shared.
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
affirmed with their complete a particularly
answer choice. I also tough question. For non-
make sure to hype up tech development in this
students who are on category, the routines
answer streaks and/or have been further
took their time to developed so that
complete a particularly students understand
tough question. For non- classroom norms (such as
tech development in this being at the right volume
category, Routines have level) and what they need
been developed based on to do to complete certain
date from the prior school activities that are done in
year so that students any and all lessons.
understand classroom
norms (such as being at
the right volume level)
and what they need to do
to complete certain
activities that are done
often within each lesson.
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.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and are goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted for tasks or
expectations for
completion.
Exploring-Lessons are
designed with certain
activities (such as Do
Nows) to be rather short,
and other activities to
provide more of the class
for students to achieve.
Lessons are discussed
with a coach to ensure the
time allocated in a day
(100 minutes for a block
and 49 minutes in an all-
day schedule) are used
effectively.
Date: September 2022
Evidence: This
PowerPoint slide
deck(LINK) shows how a
large assessment, in this
case a 4 paragraph essay,
Evidence is spread out between the
normal 100-minute block
day schedule and a 49
minute all day schedule
with specific routines and
supports so that all
students can learn and
write the essay within the
allotted time.
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
for extension and review. prepared for the next reflection, self-
sequence of instruction. assessment, and goal
setting.
Applying-Maintains Integrating-Paces
regular use of routines instruction to include
and procedures that are ongoing assessment of
culturally responsive and student learning.
engage students in the Supports students in the
development and monitoring of
monitoring of norms. instructional time.
Provides positive Students use their
behavior supports. instructional time to
Responds appropriately engage in and complete
to behaviors in ways that learning activities and are
lessen disruptions to the prepared for the next
learning climate. Students sequence of instruction.
participate in routines, Date: April 2024
procedures, and norms Evidence: Students have
and receive now experienced six
reinforcement for different units where the
positive behaviors. skills learned from
Students receive timely previous units have
and effective feedback spiraled together to
and consequences for continue to improve key
behaviors that interfere skills such as how to read
with learning. informational texts,
Date: October 2023 annotating readings and
Evidence: Lessons are writing responses in a
designed to effectively tone appropriate for
meet the essential social students. In
question for the unit addition, each lesson plan
through strategies that also focuses on specific
promote historical skill historical thinking skills
building and common such as chronological
core standards. All the reasoning or compare
week's lesson plan can be and contrast, that can be
seen in this seen here (LINK), which
PowerPoint(LINK), with students have been able
the essay planned for this to develop and
week being the end of demonstrate with the
unit summative formative assessment’s
assessment. Some essays at the end of each
assignments, such as unit (excluding unit 1).
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
some adjustments of time
allotted for tasks or
expectations for
completion.
Date: March 2023
Evidence: Lesson
plans(LINK) are made
that detail the breakdown
of the different activities
and assessments done
within a class. This is
spread out during the
regular 100-minute block
schedule or the 49 minute
Friday schedule, with
built-in routines being
reinforced from the
previous semester.
essays, may expand into
multiple days of a lesson
to permit all students to
complete the assignment
within the allotted time. If
students have extra time,
they will continue to use
technology to advance
their skill learning such
as in how to decode
vocabulary using the text,
which they will complete
on Google Docs.