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 12/5/18 5/5/19
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. 9/25/17 community that is
responsibility within responsive to the diverse Students take leadership
a caring community Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and classroom community. building activities, accepting, and respectful 5/6/18 respectful classroom
respectfully designed to promote of differences. 9/25/17 community where
caring, fairness, and Students take student’s home culture is
respect. 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. 5/6/18
12/5/185/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
From the very first day of
school I made it a point to
point out that we spend a
lot of time together and
because we do, we are a
family. I talked about how
family looks out for one
another and although
they fight, they always try
their best to work things
out. It has really driven
the classroom
community. When
student conflict does
arise, I talk to the
students one on one and
then together. I will have
the student tell me what
they think they did wrong
in the situation and
Evidence
expand if they need it. I
then ask them to come up
with a better resolution. I
also find it hugely
important to teach them
how important an
apology is. 9/25/17
Daily, students recite a
bully pledge that says that
states that we will never
judge people on gender,
race, religion, ethnicity,
popularity, or athletic
ability because everyone
deserves to feel safe at
school. We discussed
what each area meant.
Students really hold up to
this pledge. 9/25/17
I make it a point to point
out that we are a family.
When there are conflicts,
I ask my students to put
themselves in the other
persons shoes. I also have
them tell me what a
better decision would
have been in that
situations. It causes
students to look at their
actions and assess how
they made another
person feel. Students then
decide how they are going
to fix the conflict as let me
know the steps they took
t solve it. 5/6/8
My students have clear
expectations of what my
standards are they will
many times report to me
things that happened at
recess. And tell me how
they solved the problem
and apologized. This
makes me very proud of
them. In keeping these
standards in my class, I
find that there is a
genuine respect for one
another. 5/7/16 12/5/18
5/5/19
Students are held to a
high standard by me in
the treatment of others
on campus. I feel I learned
a lot about how to handle
these situations and have
a better grasp on how to
help the students put
themselves in the other
person’s shoes. Students
know that they must
apologize to a person they
hurt and tell them I am
sorry for… Next time I
will… This allows student
to think about what is
happening in that
moment as well as a
better way to handle it in
the future. 12/5/18
5/5/19
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 9/25/17 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. 5/7/18 learning and reflect
interaction between are taught in single during learning activities 12/5/18 5/5/19 diversity within and
students can support lessons or sequence of that ensures a focus on beyond the classroom.
Creating physical or learning. lessons to support and completion of Integrates a variety of
virtual learning student learning. learning tasks. structures for interaction Selects from a repertoire
environments that 9/25/17 that engage students of structures for
promote student constructively and interaction to ensure
learning, reflect productively in learning. accelerated learning for
diversity, and 5/7/18 12/5/18 5/5/19 the full range of students.
encourage Some students use Students use a variety of
constructive and available resources in Students use resources resources in learning Students participate in
productive learning environments provided in learning environments and Students routinely use a monitoring and changing
interactions among during instruction. environments and interact in ways that range of resources in the design of learning
students interact with each other deepen their learning environments environments and
to understand and understanding of the that relate to and enhance structures for
complete learning tasks in content and develop instruction and reflect interactions.
single lessons or sequence constructive social and their diversity.
of lessons. 9/25/17 academic interactions. Students share in
monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/7/18 12/5/18
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Use of VLE might look
something like something
implemented in the
classroom this week. I
assign a video to extend
learning on action and
being verbs to watch on
Google Classroom
independently or
streamed on the web.
Evidence 9/25/17
Students then met with
classroom partners to
discuss meaning and
application in the lesson
and complete a worksheet
using the knowledge
obtained from the
technology integration
and discussion. 9/25/17
I use techniques and
resources in my lessons
that will deepen my
students understanding of
the lesson. We use
programs such as Pear
Deck, and Quizizz. I also
provide students with
visual tools such as
anchor charts and
diagrams in Google Slides.
They also use hands on
manipulatives in math
lessons. They interact
with each other in
collaborative groups and
partner pair share to
discuss areas of learning
and bounce ideas off one
another, 5/7/18 12/5/18
5/5/19
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. 9/25/17
Establishing and
maintaining learning
environments that Explores strategies to
are physically, establish intellectual and
intellectually, and emotional safety in the
emotionally safe classroom. 9/25/17
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. 9/25/17
Evidence I find it key to bring up
safety issues before they
become an issue. I do this
by setting guideline on
how students use
materials, and acceptable
speech towards
classmates. I also stress
How important it is for all
of us to feel safe sharing,
answering questions, or
making a mistake. When I
know students are
uncomfortable, I
encourage them, and in
turn my students have
started doing the same. I
have had students break
out in applause for other
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum.
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
Students take risks, offer
opinions, and share
alternative perspectives.
5/7/18 12/5/18
Students have been able
to speak freely and
resolve conflicts in a safe
manner. They are willing
to admit their mistakes
and ask questions or
come up with ideas on
how to handle it better
the next time. 5/7/18
12/5/18
Integrating
Integrates support for
students to take risks and
offer respectful opinions
about divergent
viewpoints.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom. 5/7/18
Students develop and
practice resiliency skills
and strategies to strive for
academic achievement
and establish intellectual
and emotional safety in
the classroom.
One of the biggest goals I
have had for my
classroom is having a safe
atmosphere in the
classroom. I set
guidelines from the
beginning on mutual
respect and how we may
not all get along all the
time, but we never speak
poorly about on another
or show disrespect. I
make it a point to teach
about growth mindset, so
students know it is okay
to be where they are in
their learning and we
never need to feel
embarrassed to make a
Innovating
Shares responsibility with
the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
12/5/18 4/7/18
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
5/5/19
When teaching I make
sure to explain the task
and give students their
success criteria. I then
allow them to take the
lead in situations by
giving them choices to
show that they met the
standard. This semester I
incorporated a choice
board into their weekly
reading stories to allow
them to take more control
of their earning. 12/5/18
4/7/19
Students have started
taking more
responsibility for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classmates that have mistake because we are in motivating their
stretched themselves in a safe judgment free zone. classmates and
an area of learning (such I feel that my students encouraging them to do
a sweet moment). have thrived in this their best. They also make
9/25/17 environment. 5/7/18 it a point to make me
aware of unsafe behavior
Another aspect I find or injuries that they know
helpful to this element is would need to be
the teaching of Character addressed. 5/5/19
Education. As a district,
we have a character trait
that we teach a lesson on
and create a bulletin
board to display student
work. Items covered are
kindness, making good
choices, responsibility,
respect, etc. Students
learn about all the areas,
how to apply them, and
why they are important. I
feel it has done a great job
of keeping the morale up
between the student
body. 9/25/17

When these behaviors are

consistently modeled
students have rose to the
occasion. In moments
where students could
have done better, I make
sure to address it quickly,
so the student knows this
is not an acceptable
behavior. 9/25/17

Element 2.4 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 and instruction that support utilize an extensive
environment with individuals and groups of uses scaffolds to address the full range of learners repertoire of
high expectations students. 9/25/17 achievement gaps. in meeting high differentiated strategies
and appropriate 5/7/18 expectations for to meet high expectations.
support for all achievement. 12/5/18
students Some students ask for Some individuals and Students engage in a 5/5/19 Students take
teacher support to groups of students work variety of differentiated responsibility to fully
understand or complete with the teacher to supports and challenges Students actively use utilize teacher and peer
learning tasks. 9/25/17 support accuracy and in ways that promote supports and challenges support, to achieve
comprehension in their their accuracy, analysis, to complete critical consistently high levels of
learning. 5/7/18 and problem solving in reading, writing, higher factual and analytical
learning. 12/5/18 order thinking, and learning.
5/5/19 problem solving across
subject matter.

Evidence Currently with a rigorous Along with walking
new ELA adoption group around and looking at
work has been difficult. I students work. I also use
find I can reach more whiteboards as a tool. I
students when I walk am quickly able to gauge
around the room and understanding my
quickly check for checking work on a
understanding. While also board. I can easily say’
making myself available yes’ or’ take another look’.
to answer questions for Other times I use a check
students who have them. off sheet and quickly
9/25/17 make a tally for students I
know need to work with
me later. 9/25/17
I have learned a lot about In getting to know my
my students learning and students I have been able
their success patterns. I to extend their learning
can anticipate who will and scaffold their
have difficulty with learning. In math I will
certain concepts being show multiple strategies t
taught and help them solve the problem and
meet the goals by then differentiate where
planning scaffolds into needed to reach the
the lesson before the students who still need
problem arises. This more support. 12/5/18
ultimately gives by 5/5/19
students’ better
outcomes. 5/7/18

Students engage in
differentiated supports
put in place by the
teacher and work
independently as well as
in groups to achieve their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning goals. 12/5/18
5/5/19

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. 9/25/17 behavior. across learning activities. standards for individual
12/5/18 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine 5/5/19
communicating, and
behavior and applies behavior with students in references to standards Guides and supports
maintaining
consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for
sequence of lessons in during individual and monitor, and set goals for
individual and group
anticipation of need for group work. 5/7/18 individual and group
behavior
reinforcement. 9/25/17 behavior and
participation. 12/5/18
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept Students respond to Students demonstrate
consequences. and consequences and consequences and individual and group positive behavior,
respond to guidance in increase positive behaviors and encourage consistent participation
following them. 9/25/18 behaviors. 9/25/17 and support each other to and are valued for their
make improvements. unique identities.
12/5/18 5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom rules were
created as a collaborative
effort. Students were
asked to brainstorm
behaviors they thought
were essential for a
classroom. I was then
able to fill in the gaps for
any other behaviors
negative or positive that
needed to be added.
9/25/17
When students are about
to be released to work on
Evidence something I set clear
expectation on the
volume of the room as
well as what I am looking
for. I then walk around
the room so students
know am looking for
those behaviors. 9/25/17
Element 2.6 Emerging Exploring
Employing classroom Establishes procedures, Develops routines,
routines, procedures, routines or norms for procedures, and norms in
norms, and supports single lessons to support single lessons or
for positive behavior student learning. sequence of lessons with
to ensure a climate in some student
which all students involvement.
can learn
Seeks to promote positive
When a student is given a Expectations are set out I set clear expectations
negative point, they have before each activity. They and I give each student a
accountability with me as are told what they are role when working in
well as the parent doing, and what each groups. One will get
because they know their group member will be supplies laid out for the
parents get a message responsible for. I try to group. One will be a
every time they lose or give each person a job so scribe who records ideas,
gain a point. This is a that they have to and every student is
great motivating factor participate. I then tell responsible for giving a
for students. I can them in advance what the piece of input. This allows
encourage them by consequences will be and to have a role of
saying, ‘we made a tell them to encourage importance and gets them
mistake lets work on their friends who may not more involved. 5/5/19
getting those point back be making the right
up.’ And the behavior is choices. 12/5/18 5/5/19
usually corrected.
9/25/17 5/7/18
I set standards for
students from the
beginning of school.
These routines were
practiced and the
standards repeated and
addressed when not
being bet. By keeping
consistency, I have been
able to maintain these
standards in group as
well as individual work.
5/7/18
Applying Integrating Innovating
Maintains regular use of Engages students in Facilitates student
routines and procedures monitoring and reflecting participating in
that are culturally on routines, procedures, developing, monitoring,
responsive and engage and norms in ways that and adjusting routines
students in the are culturally responsive. and procedures focuses
development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Provides positive relevant norms.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 positive
learning climate. disruptive to the learning classroom climate that
Students participate in climate. 9/25/17 eliminate most disruptive
routines, procedures, and behavior. 12/5/18
norms and receive 5/5/19
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. 9/25/17 learning climate. 12/5/18 classroom climate that
5/7/18 promotes learning.
5/5/19
Evidence This behavior is corrected I work hard in this area When the beginning of
by a negative Dojo Point. because I feel that the school year begins, I
Which instantly notifies procedures and routines make it a point to lay out
the parent. If the problem play a pivotal role in my ground rules and what
persists students lose classroom management. will and will not be
their recess or parent Students know certain tolerated in the
contact. 9/25/17 5/7/18 phrases ‘ready to learn classroom. I make it a
position’ means sitting up point to be consistent and
straight chair pushed in not give consequences
and hand folded on their without follow through. I
desk. Reflections on also communicate
behaviors are necessary frequently with parents
at times. Asking them to so that there is
write way to improve as a accountability at home as
ticket out the door is an well. 12/5/18 5/5/19
easy way to achieve. Each
student gets a post it, and Students are given the
on the way out to recess freedom to remind,
or lunch they can stick on encourage, or tap a
the front board or r any neighbor if they think
other designated area. they are off track or need
to correct a behavior. We
I use the classroom Dojo focus on having a positive
system. At certain points reason for doing it and
in the day have the speaking with a kind tone.
student names displayed 5/5/19
on the projector and
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
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
when I see positive
behaviors I reward
instantly. Other times I
don’t display t but have
my speakers on so
students can hear the
positive or negative point
deduction. This works
well because students
don’t know who got the
pit and it causes them to
refocus and work for
positive points. 9/25/17
5/7/18
Students are given
classroom jobs. I have
incorporated jobs such as
line monitor who stops
and checkpoints and
waits until everyone is
quiet before they proceed.
They is also a class crier
who calls out name,
number, date to keep the
class accountable for
writing their names on
their papers. In this way
student learn how to help
keep each other on the
right track. 12/5/18
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. 5/5/19
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
9/25/17 5/7/18 12/5/18
Students monitor their
Students participate in Students use their own time, are engaged in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted. needed, may receive some and complete a variety of instructional time to accomplishing learning
adjustments of time learning activities in the engage in and complete goals, and participate in
allotted for tasks or time allotted with options learning activities and are reflection, self-
expectations for for extension and review. prepared for the next assessment, and goal
completion. 9/25/17 5/7/18 12/5/18 5/5/19 sequence of instruction. setting.

I anticipate when lessons I usually plan with items I have a set schedule that While teaching I have
will be difficult for in order of importance. If I make it a point to keep learned to manage my
students. This is usually I know I need to cover a consistent. Of course, time efficiently as to cover
discussed during subject that is key to there needs to be everything I had in my
planning time. If I know a doing well on a test or flexibility, but for my core plans as well as allow
subject will be an issue, hitting a standard I spend teaching time I remain time to check for
we cut other work that more time on it and allow consistent. I also use a lot understanding and
isn’t as important or for extensions of the of timers to make sure we reflection. I use timers a
move it to the following lesson. 9/25/17 are keeping on pace. The lot to keep me on track.
day or just leave a small students react well to it 5/5/19
window of time open in As the students have because they have a
Evidence my lesson plans in the become more familiar guideline for the time in
event students need more with the routines, they which they need to
time to work with the are able to complete work complete something. It
material. 9/25/17 in a timely manner and helps my students to
use extension activities know when they come in
such as ST Math, Reading, the classroom after
Plus or Lexia to support recess, we will do math
them. They also have the and that ELA comes first
option to meet with me thing in the morning. It
for extra support. 5/7/18 keeps them engaged in
12/5/18 5/5/19 their routines. 12/5/18