Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
Promoting social cultural perceptions of positive classroom developing a caring
Development and caring community. climate. community that is Students take leadership
responsibility within 9/25/17 4/16/18 responsive to the diverse in resolving conflict and
a caring community Some students share in cultural norms of creating a fair and
where each student responsibility for the Students participate in Students demonstrate identities of all students. respectful classroom
is treated fairly and classroom community. occasional community efforts to be positive, 11/12/18 community where
respectfully building activities, accepting, and respectful student’s home culture is
designed to promote of differences. Students take included and valued.
caring, fairness, and 4/16/18 responsibility resolving Students communicate
respect. 9/25/17 conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
11/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I set clear classroom rules
and expectations for all
students. I also have a
‘conflict corner’ where
students have to go to
resolve conflicts with
students before coming to
see me. 9/25/17
I start the year off with a
Team-Building Unit so
Evidence students participate in
activities to promote
teamwork, respect, and
character. 9/25/17
Setting clear expectations
and rules at the beginning
of the year, and
emphasizing the
importance of Character,
has set a high bar for the
students, and constant
reminders about
demonstrating great
character really
emphasizes the
importance for students.
4/17/18
Students often have a
chance to give a shoutout
to a classmate after the
lesson to point out
something they did that
showed great character.
We also constantly talk
about the importance of
accepting other peoples’
difference in abilities and
encourage all
participation.
4/18/18
This is a big emphasis in
my class. I always include
a standard from the
affective domain
(personal/social
responsibility) into each
class. I understand the
importance of constantly
emphasizing teamwork,
sportsmanship, character,
and grit as it creates a
safe and effective learning
environment for all.
11/13/18
Students who are having
a conflict are try to
resolve the conflict on
their own in the “conflict
corner”. They have a
guideline of what to do
when they get their and
use the “imessage” to
relay their feelings to
each other.
11/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. 9/24/17 11/12/18 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. 9/23/17 that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
learning tasks. constructively and of structures for
learning, reflect
11/12/18 productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students routinely use a
productive
available resources in provided in learning range of resources in Students participate in
interactions among
learning environments environments and Students use a variety of learning environments monitoring and changing
students
during instruction. interact with each other resources in learning that relate to and enhance the design of learning
to understand and environments and instruction and reflect environments and
complete learning tasks in interact in ways that their diversity. structures for
single lessons or sequence deepen their Students share in interactions.
of lessons. understanding of the monitoring and
4/16/18 content and develop assessment of
constructive social and interactions to improve
academic interactions. effectiveness and develop
11/12/18 a positive culture for
learning.
Evidence I am very aware of the Students are instructed I provide videos and
importance in physical on how and when to worksheets to help
learning environments in interact with students. students acquire the
physical education, and Often time’s students will learning goals, as well as
students partake in have to listen to make it a point to inform
physical activity in every instruction on how to students that running and
class. 9/24/17 interact and how many getting a better time is the
students to interact with. important thing, not
9/23/17 beating the person next to
you.
Students use a variety of 11/12/18
resources including
different equipment that After the completion of
better suits their abilities, the video, I give students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and also look at visual time to collaborate with
aids to see a skill being each other to help those
demonstrated in order to who may have missed an
make the connection answer. I circulate the
between the look and feel room during the video so
of a certain skill. I can ensure students are
4/18/18 on task.
11/12/18

Students watch videos, fill

out worksheets, and have
activity time for them to
make the connection
between their heart and
muscles and what they
are doing while we are
physically active.
Students can share with
each other their
improvement after each
class.
11/12/18
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. 9/23/17
Establishing and
Explores strategies to
maintaining learning
establish intellectual and
environments that
emotional safety in the
are physically,
classroom. 9/23/17
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 Every lesson, I outline or
have students think
critically about some of
the safety issues that can
arise with the playing
area, activity, or
equipment being used.
They discuss with other
students before telling
me. Students also have a
seating chart which helps
in classroom
management and aids in
student interaction.
9/23/17
Our faculty uses a Love &
Logic Approach to
intellectual and emotional
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum. 4/16/18
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
4/18/18
Students take risks, offer
opinions, and share
alternative perspectives.
4/18/18
I always make sure to
check the area I will be
teaching in for safety
hazards before I set up
my lesson. Also I talk
about the importance of
character and positivity in
almost every single class.
This sets the tone for an
environment that is safe
and welcoming for
students of all ability
levels.
4/18/18
I also demonstrate and
talk about stories of well-
known figures who have
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent maintenance of a safe
viewpoints. physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom.
Students demonstrate
resiliency in perseverance
Students develop and for academic
practice resiliency skills achievement.
and strategies to strive for Students maintain
academic achievement, intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
11/12/18
I place a high emphasis
on grit in my classes and
in this unit, I particularly
want students to
understand that each
student is going to run a
different time, and while
they always want to
improve their time, to
only focus on they
themselves and not
others times.
11/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
safety in the classroom. had to deal with adversity
9/23/17 and how they dealt with
it. I relate sports and
outdoor activities to traits
such as determination,
courage, and grit into
daily life.
4/19/18

Students are always

challenged to take risks,
try something harder
then what they are used
to, and share different
ways they were able to
accomplish a task.
4/18/18
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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with 9/25/17 achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all 4/16/18 gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Students engage in a Students take
teacher support to Some individuals and variety of differentiated Students actively use responsibility to fully
understand or complete groups of students work supports and challenges supports and challenges utilize teacher and peer
learning tasks. 9/25/17 with the teacher to in ways that promote to complete critical support, to achieve
support accuracy and their accuracy, analysis, reading, writing, higher consistently high levels of
comprehension in their and problem solving in order thinking, and factual and analytical
learning. learning. problem solving across learning.
4/16/18 11/12/18 subject matter.
I use pen and paper Through various teaching Students were exposed to
assessments for students methods, I provide videos, worksheets, and
to complete. I provide accurate lessons active time to make the
daily reminders and study regarding certain connection between how
guides that reinforce the movement types and their bodies are working
importance of Physical sports. Students have when we are physically
Education. 9/25/17 learning goals centered active. Students all had a
on demonstration of chance to share and
I provide kinesthetic critical elements of a skill, collaborate with one
Evidence feedback on student and character traits. another after the video to
questions by 4/20/18 help each other find the
demonstrating the correct answers.
appropriate skill, or Teacher provides specific 11/12/18
partner students with a corrective and positive
higher skilled, respectful feedback to whole group’s
classmate to aid them. as well as individual
9/25/17 students during activity
time
4/18/18
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. 9/23/17 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
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. behavior and
behavior
reinforcement. participation.
11/12/18
Students are aware of Students know Students follow behavior Students demonstrate
classroom rules and expectations for behavior expectations, accept Students respond to positive behavior,
consequences. and consequences and consequences and individual and group consistent participation
respond to guidance in increase positive behaviors and encourage and are valued for their
following them. behaviors. 9/23/17 and support each other to unique identities.
make improvements.
4/18/18
I instruct and We have a school-wide Teacher places a high
demonstrate to students discipline system that emphasis on character
on daily procedures such every teacher uses so building and talks about
as how to come into class students are well aware essential traits that
and out of class, how to of consequences which demonstrate what it
get water, how to get into has led to an increase in means to have quality
groups, get and put away positive behavior this character.
equipment, etc. 9/23/17 year. 9/23/17 4/18/18

Students had to set a goal

for themselves related to
Evidence the time they complete
their half-mile run. They
monitor each time and
chart it down after the
completion of the run and
write a reflection on the
run and what they can do
to increase their time, and
what things they did that
helped or hurt their time.
11/12/18
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. 9/26/17 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
4/16/18 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive 11/12/18 relevant norms.
Employing classroom Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports 9/26/17 to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a positive
to ensure a climate in learning climate. disruptive to the learning classroom climate that
which all students Students participate in climate. eliminate most disruptive
can learn routines, procedures, and 11/12/18 behavior.
norms and receive
reinforcement for positive
Students are aware of behaviors.
procedures, routines, and Students receive 4/18/18 Students are involved in Students share
classroom norms. correction for behavior Students receive timely assessment and responsibility with
that interferes with and effective feedback monitoring of routines, teacher for managing and
learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms. 4/17/18
9/26/17
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
On top of routines such as
coming into and out of
class, seating chart, I also
have verbal cue’s in which
students must respond
back when the class starts
to get a little distracted.
9/26/17
I talk with students about
the behaviors that
resulted in disruptive
behavior and why it was
disruptive. They must
provide feedback to
myself on why their
behavior was disrupting
to the teacher or their
classmates. Teachers use
growth mindset
Evidence throughout the school.
9/26/17
I talk with students about
the behaviors that
resulted in disruptive
behavior where they must
provide feedback. This
helps them understand
their actions
more clearly. Classes
receive marbles for
positive behavior, which
they can use for a healthy
smoothie day or to pick a
certain activity for class.
9/26/17
Element 2.7 Emerging Exploring
Students have a same Students know their daily
seating chart named routines in class by sitting
“galaxies” where students in the correct spots each
come into class knowing class, following cues, and
exactly where to go. demonstrating my
Students also respond expectations to be a
with “ROARS” when I yell mensch. We follow our
“Lions” as their cue to school wide policy of
focus and focus. This also R.O.A.R.S where each
goes hand in hand with letter stands for a specific
our school-wide trait that I’m looking for.
disciplinary policy. My cue is when I yell
4/18/18 “Lions” they respond with
ROARS, they stop, and
Students that consistently find me.
demonstrate quality 11/12/18
character traits receive
check-marks and get to Every class I implement a
choose a reward when standard from the
they reach a certain affective domain.
amount. Next year, I’d Students understand the
like to start “Coach’s importance of
coins” to hand out to sportsmanship, honesty,
students demonstrating teamwork, and grit.
character traits during 11/12/18
class.
4/19/18
Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons. 9/24/17
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
9/24/17
I have a seating chart and
transition cue’s which aid
in a more organized
classroom setting and a
quicker pace to include
more instruction to
students. 9/24/17
Most students complete
learning activities in time
allotted, and if not they
Evidence know they can ask for
more time next class, in
which I will make a
decision on how
appropriate depending on
situation or student.
9/24/17
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
4/17/18
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion.
4/18/18
Teacher accommodates
students lessons based
upon completion of prior
skills that we build and
connect off. Teacher
reviews a skill if
necessary. I place high
emphasis on connecting
skills to build a “whole”
movement.
4/18/18
Students receive time to
review a skill prior to the
start of a new skill.
Students receive
instruction on the
importance of connecting
skills to build a “whole”
movement.
4/18/18
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.
11/12/18
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection, self-
for extension and review. sequence of instruction. assessment, and goal
setting.
Students had plenty of
time to complete their
run and their assessment
sheets. I made sure to
revisit with each student
to see how they were
responding to the
reflection.
11/12/18