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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. 07/16/23 community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful 12/10/23 community where
07/16/23 designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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. 12/10/23
Teacher needs to do a Teacher models fairness
better job of creating and respect, uses student I have improved vastly in
opportunities for names, “please” and this regard as I have wo-
students to share more “thank you,” encourages rked extremely hard on
responsibility in the student ideas, responses developing a community
classroom and providing and comments as they are and helping students take
a community feeling with highly valued. Teacher leadership over their
respect and everything tries to be aware, education. Culture has
else nice that comes with knowledgeable and come a long way in a
it. 07/16/23 respectful about cultural short amount of time.
Evidence diversity. Cultural norms With that, also improves
are discussed and tied in students being able to
to subject matter. thrive in that type of
Students have access to community and learn.
all instructional materials Teacher and students
needed to complete work have to work hand in
including computers, hand in order to improve
culturally responsible the community in this
texts, manipulatives, regard. 12/10/23
handouts and more. I definitely have improved in this regard, but still
07/16/23 have so much left to learn and improve on. Students
can be given the tools and opportunities to thrive in this
respect, so I need to do a better job of making it happen.
05/02/24
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 12/10/23 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
07/16/23 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 12/10/23
Students are provided Desk arrangements I now have a much I have definitely reached
with strategic activities provide opportunities for wider variety of tools a point where I feel like I
that help develop each various types and sizes of at my disposal when can change the environment
student’s willingness and student groupings. working with students. for a wide variety of students
ability to work Student work is I now have procedures, across my entire charter,
independently. Lessons displayed, lessons about resources, and many which includes various
Evidence are included that help diversity and inclusion tools available for schools, educators, and
students appreciate and are embedded within. all students to use. It is students. It will always be
share each other’s Clear expectations are now routine for students a work in progress, but
differences. 07/16/23 communicated and to take advantage of the I have come a very long
enforced throughout. resources. 12/10/23 way. 05/02/24
07/16/23
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. 07/16/23
safety.
Students do a good job of
following rules and
adhering to a class policy
about fairness and safety.
Because clear
expectations are
provided, students know
what must be followed.
Evidence Teacher models ways to
agree and disagree and
works to create the
environment that
students need to succeed.
07/16/23
I still feel like I am Innovating in this area
even though I have grown and it looks a
little different for the better. Each environment
feels like it has improved dramatically.
05/02/24
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 07/16/23
their own language and 12/10/23
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
Students develop and resiliency in
Students take risks, offer practice resiliency skills perseverance for
opinions, and share and strategies to strive academic achievement.
alternative perspectives for academic Students maintain
achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom. 12/10/23
Students are given clear
expectations that they
must follow and they are
enforced throughout the
class. Students are to
follow all respectful rules
established and teacher
must establish a safe
space for all where
learning can take place.
Safety issues and
concerns are planned for
and room for error is
given but structure is
maintained. 07/16/23
With my growth, students have also greatly
grown and demonstrated their ability to
demonstrate resiliency and have taken their
education and goals seriously. They have
challenged themselves with my help to be
greater. 12/10/23
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 students. while becoming aware of understanding of technologies throughout Supports students to
learning
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. address achievement in meeting high differentiated strategies
and appropriate
gaps.07/16/23 expectations for to meet high
support for all
achievement. expectations.
students 12/10/23
Some students ask for Some individuals and Students engage in a 05/02/24
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. 07/16/23 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
12/10/23 05/02/24
Because most of my Teacher establishes clear
With my growth in this
students are lower level, expectations for effective Investment into their
area, I have helped stu-
most students need extra group work, models dents in a variety of ar-
own education has
tutoring and support with appropriate skills, been a huge project
eas and they have disp-
the teacher to help provides feedback to of mine that has
layed a great amount of
comprehension and students, diffuses issues, growth. The expectation-
improved dramatically
accuracy in class. More helps with time in a variety of ways
s only keep getting more
time, more 1 on 1 help, management, responds to rigorous, and the stude-
in this regard. Having
and more outside of class inappropriate behavior, students take leadership,
Evidence help is big. Teacher and has a class reward
nts are meeting the
ownership, and
challenge. I give them
supports students in system. Scaffolds and the resources, and they
pride in their school
learning to help manage modifications are used as take advantage often.
has changed everything
time management and needed depending on 12/10/23
in our culture.
assignments due. Teacher class makeup. 07/16/23 05/02/24
makes changes as need in
order to challenge each
individual level.
07/16/23
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
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and 05/02/24
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. 07/16/23 behavior and
behavior
reinforcement. participation.
12/10/23
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. make improvements. unique identities.
07/16/23 12/10/23
05/02/24
Students can always do a References to standards
better job but for the are made often so that Supporting students has For whatever reason, I
most part do respond to students have clear only improved vastly. never thought that this
guidance and follow what expectations and goals in There are still so many area would improve
they need to do to strive mind. Agreements and more improvements to with the improvement
in class. Most students goals are being discussed make and growth to be of other areas. Once
know the expectations, prior and after work so in had in this area, but I things like confidence
bought into the classroom order to ensure have come a long way. are instilled in students,
agreements, and are awareness of where one I help guide students things like their mindset
begin to change and
Evidence aware of the is, where one is going and in a multitude of ways.
so does the approach,
consequences. 07/16/23 what the goal is. High I support them in a
standards are established variety of ways too. and everything else
and upheld throughout Goals are a massive with it. 05/02/24
the entirety of the class. area in which I have
07/16/23 improved too.
Students have really 12/10/23
stepped up to challeneg-
es and have changed
their attitudes towards
learning. 12/10/23
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
Provides positive strengths. standards and culturally
Employing classroom Seeks to promote positive behavior supports. relevant norms.
routines, procedures, Responds to disruptive behaviors and responds Responds appropriately Promotes positive
norms, and supports behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
for positive behavior lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in learning climate. refocuses behaviors preventions and a
which all students Students participate in disruptive to the learning positive classroom
can learn Students receive routines, procedures, and climate. climate that eliminate
correction for behavior norms and receive most disruptive behavior.
Students are aware of that interferes with reinforcement for Students are involved in
procedures, routines, and learning, and positive positive behaviors. assessment and
classroom norms. reinforcement in 07/16/23 monitoring of routines,
following routines, Students receive timely procedures, and norms in Students share
procedures, and norms. and effective feedback ways that improve the responsibility with
and consequences for learning climate. teacher for managing and
behaviors that interfere maintaining a positive
with learning. 07/16/23 05/02/24 classroom climate that
promotes learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher refers to posted
I definitely feel like I've
expectations, has policies
grown so much in this
and procedures in place
area. Students have a
for things like restroom
much better idea of
usage, class jobs,
the structure and system
homework rules,
in place. This helps get
materials, and more.
to the meat of what we
Norms and expectations
Evidence want to work on.
are made clear from the
05/02/24
beginning and followed,
enforced and encouraged.
Students are aware of
both rewards and
consequences of
behaviors. 07/16/23

I still need to improve on getting students involved in developing their own procedures and behaviors for all. 12/10/23

Element 2.7 Emerging Exploring Applying Integrating Innovating

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.
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. 07/16/23
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
07/16/23 12/10/23
Students use their
Students participate in instructional time to
and complete a variety of engage in and complete
learning activities in the learning activities and are
time allotted with options prepared for the next
for extension and review. sequence of instruction.
12/10/23
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
05/02/24
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students often complete Goals and structures are
activities after receiving aimed at helping students
time for tasks and with time management,
completion. Meaningful materials and
and relevant instruction responsibilities in order
is given to faster paced to meet the needs and
learners and adjusted to tasks needed. Time is
meet the needs of slower very focused and
workers. 07/16/23 intentional. There are
effective procedures in
place to direct students to
Evidence appropriate tasks.
07/16/23
Adjusting time, schedule,
interventions, supports, This is something that
accommodations, and works hand in hand with
much more for students one another. The more
is a big part of what I do I become comfortable
now to help students. setting students up for
Students are using their success, the more
time with me in a much they feel comfortable
more focused way. and know what they
12/10/23 are supposed to do and
focus on. 05/02/24