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

Element
Emerging Exploring Applying Integrating Innovating
2.1
Models and Models fair and Reinforces positive, responsible, Develops shared responsibility with students​ for Facilitates student self-
communicates respectful and respectful student resolving conflict and creating and maintaining a reflection and ongoing
expectations behavior. interactions. Assists students to caring classroom community. improvement of the caring
for fair and Demonstrates resolve conflicts. Supports students in taking leadership in developing community based on
respectful commitment to Incorporates cultural awareness a caring community that is responsive to the diverse respect, fairness, and the
behavior to fairness and to develop a positive classroom cultural norms of identities of all students. 7.17.18 value of all members.
support social respect in climate. 5/7/19
Promoting development. communication
social s with students Students demonstrate efforts to Students take responsibility resolving conflicts​ and
Developme about language be positive, accepting, and maintaining a caring classroom community. Students Students take leadership in
nt and and behavior. respectful of differences. promote respect and appreciation for differences. resolving conflict and
responsibil Seeks to 7.17.18 ​5/7/19 creating a fair and
ity within a understand respectful classroom
caring Some students cultural community where
community share in perceptions of student’s home culture is
where each responsibility caring included and valued.
student is for the community. Students communicate
treated classroom with empathy and
fairly and community. Students understanding in
respectfull participate in interactions with one
y occasional another.
community
building
activities,
designed to
promote caring,
fairness, and
respect.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom Observation 7.17.18
-Jenn promotes social development and
responsibility within a caring community by:
● Establishing a culture of respect and
understanding. One way that she does
this is by modeling the behavior
herself. She addresses the students by
their names (or the names they prefer),
learning them within the first few days.
She also makes it a point to say “thank
you” and “please” as well as asking
students rather than demanding.
● Jenn makes sure to be accountable with
all students, holding all off them to the
same standard unless their IEP needs
alternative accommodations. (This
includes deadlines or quality of work)
Evidence
● Jenn is open to students opinions on
activities or lessons but also reminds
them of the specific standards that need
to be addressed in each semester.
● By utilizing the ClassDojo, Jenn
provides opportunities for all her
students to participate. When there are
group activities she also assigns group
roles so each student has a task and
responsibility and is heard.
● One of the aspects of Jenn’s class that
she really prides herself in is her ability
select material that reflects multiple
perspectives but also addresses the
standards. Especially for the Reading
for Information standards, Jen tries to
select topics and genres that reflect a
wide variety of experiences. For
example: for Speaking and Listening 3,

2 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in which the class has to analyze
multiple uses of rhetoric, she had
students watch and read the speeches of
Martin Luther King Jr., John F.
Kennedy, and Cesar Chavez.
● Besides choosing material from
multiple perspectives in history, Jenn
also uses material that reflects the
interest of what the class wants to know
more about such as LGBT rights,
immigrants policy, and social class
differences and consequences.

3 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments Develops physical environments that reflect student diversity​ and Maintains physical Adapts physical
importance of with and/or provide a range of resources for learning. 7.17.18 ​5/7/19 environments that and/or
the physical virtual learning reflect student environments
and/or virtual environments Utilizes a variety of structures for interaction during learning activities diversity and provides flexibly to
learning that support that ensures a focus on and completion of learning tasks. 7.17.18 a broad range of facilitate access
environments student resources, displays, to a wide range
that support learning. Students use a variety of resources in learning environments and and artifacts that are of resources
student interact in ways that deepen their understanding of the content and current and integral to that engage
learning. develop constructive social and academic interactions. 7.17.18 instruction. students in
Structures for learning.
Is aware that interaction are Integrates a variety of Ensures that
Creating
structured taught in single structures for environments
physical or
interaction lessons or interaction that engage enhance
virtual
between sequence of students constructively learning and
learning
students can lessons to and productively in reflect diversity
environments
support support learning. 5/7/19 within and
that promote
learning. student beyond the
student
learning. classroom.
learning,
Students routinely use
reflect
a range of resources in Selects from a
diversity, and
learning environments repertoire of
encourage
that relate to and structures for
constructive
Some students enhance instruction interaction to
and
use available Students use and reflect their ensure
productive
resources in resources diversity. 5/7/19 accelerated
interactions
learning provided in Students share in learning for the
among
environments learning monitoring and full range of
students
during environments assessment of students.
instruction. and interact interactions to improve
with each other effectiveness and Students
to understand develop a positive participate in
and complete culture for learning. monitoring and
learning tasks changing the
in single design of
lessons or learning
sequence of environments
lessons. and structures
for interactions.

4 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Lesson Plan 7.17.18 ● 5/7/19 - One
-Jenn creates physical and virtual learning environments that of the ways
promote student learning, reflect diversity, and encourage that I
constructive and productive interactions among students by: integrate a
● Creating and integrating lessons that are culturally variety of
relevant as well as standard based. The lesson titled ​2.2 structures
Lesson Plan Evidence Immigration Reform ​with the for
accompanying handout titled ​2.2 Lesson Plan Evidence interaction
Activity Handout ​demonstrates a lesson in which Jenn is by making
promotes an environment that is current with a sure to use
controversial topic but allows multiple perspectives to collaborativ
be heard e tools that
are not
Evidence
ordinary
such as
students
completing
a google doc
collaborativ
ely for
discussion
on a topic or
by having
the students
discuss
virtually
through a
Padlet wall.

5 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies Recognizes and Anticipates and reduces risks​ to physical, Integrates support for Shares
and laws regarding addresses safety intellectual, and emotional safety using students to take risks and responsibility with
safety that are issues regarding multiple strategies that include examining offer respectful opinions the students for
required by the site, materials, biases in the learning environment and about divergent the establishment
district, and state. student curriculum. 7.17.18 ​5/7/19 viewpoints. and maintenance
Responds to interactions, and of a safe physical,
behaviors that the organization Models and provides instruction on skills that intellectual, and
impact student of the learning develop resiliency and support intellectual and emotional
safety as they arise. environments. emotional safety. 7.17.18 Engages in reflection on environment
their own language and focused on high
behavior that contributes quality and
Students take risks,​ offer opinions, and share to intellectual and rigorous learning.
Establishing and Explores alternative perspectives 7.17.18 ​5/7/19 emotional safety in the
maintaining learning strategies to classroom. 5/7/19
environments that establish
are physically, intellectual and
intellectually, and emotional safety Students develop and
emotionally safe Students are aware in the classroom. practice resiliency skills
of required safety and strategies to strive for Students
procedures and the academic achievement, demonstrate
school and and establish intellectual resilience in
classroom rationale Students follow and emotional safety in perseverance for
for maintaining teacher guidance the classroom. academic
safety. regarding achievement.
potential safety Students maintain
issues for self or intellectual and
others. emotional safety
for themselves and
others in the
classroom.

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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom Observation 7.17.18 ● 5/7/19 -
-​Jenn establishes and maintains learning Students
environments that are physically, complete
intellectually, and emotionally safe by: surveys in
● Making sure that the class which they
understands from the start of the reflect on their
course that all students must be own language
respectful in speaking and and behavior in
listening to their peers in every the classroom as
type of classroom interaction and well as
outside of the classroom. participate in
● Assigning specific areas of the discussions
classroom for different materials, where there are
storing the scissors and laptops designated
appropriately to ensure safety. students who
● Modeling for students the proper check the
way to disagree and respond to a language of the
classmate. For example: “I ones discussing
Evidence
understand where you are coming during a
from, but have you ever socratic
considered…” seminar.
● Encouraging all students to
participate in all kinds of
activities, and designing activities
that require their participation with
low stakes pressure, such as
jigsaw reading and group roles in
annotating a text.
● Reminding students that creativity
in their assignments is appreciated
and welcomed, also allowing the
students the opportunity to have
creative freedom while proving
their understanding of the
standards. For example: choosing
the topic for the persuasive essay.

7 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
● Keeping an healthy environment
in which students support each
other. For example when a student
answers a question wrong, another
student that does understand the
concept will be called to help that
student change their phrasing to
help them understand and answer
correctly.

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor Strives for a Develops a rigorous learning environment that Integrates rigor Facilitates a
of the learning rigorous learning includes accuracy, analysis, problem solving​, and throughout the learning rigorous
environment on environment that appropriate levels of challenge. environment that values learning
accuracy of includes accuracy, Holds high expectations for students. Has an accuracy, analysis, and environment in
answers and understanding, and understanding of achievement patterns, and uses critical reading, writingwhich students
completion of the importance of scaffolds to address achievement gaps. ​5/7/19 and thinking. take leadership
learning tasks. meeting targeted Integrates strategic in learning.
Is aware of the learning goals. Students engage in a variety of differentiated scaffolds and Fosters
importance of Works to maintain supports and challenges​ in ways that promote their technologies throughout extended
maintaining high high expectations accuracy, analysis, and problem solving in learning. instruction that support studies,
Creating a rigorous expectations for for students while 5/7/19 the full range of learners
research,
learning environment students. becoming aware of in meeting high analysis and
with high achievement expectations for purposeful use
expectations and patterns for achievement. of learning.
appropriate support individuals and Supports
for all students groups of students. Students actively use students to
supports and challenges utilize an
Some students ask to complete critical extensive
for teacher Some individuals reading, writing, higher repertoire of
support to and groups of order thinking, and differentiated
understand or students work with problem solving across strategies to
complete learning the teacher to subject matter. meet high
tasks. support accuracy expectations.
and comprehension
in their learning. Students take
responsibility

8 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to fully utilize
teacher and
peer support,
to achieve
consistently
high levels of
factual and
analytical
learning.

Reflective Conversation 7.17.18

-​Jenn creates a rigorous learning environment
with high expectations and appropriate support
for all students by:
● Maintaining a high expectation for all
students, setting deadlines and helping
all students meet the deadlines.
● Being available to all students after
class and on days we do not meet.
Students are aware of the extra help
schedule Jenn has set up throughout the
semester.
● While meeting any IEP or EL
accommodations, Jenn helps her IEP
Evidence
and ELL students reach a high level of
content understanding by helping them
reach at least near mastery or mastery
of the standard.
● Jenn makes sure to go over every
standard and the skills necessary to pass
the standard with a near mastery,
mastery, or exceeds mastery. Jenn
emphasizes and has her students color
code the skills on their own copy of the
rubrics.
● Besides introducing the standard to her
class, Jenn makes sure to break down
her lessons into specific learning
9 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
objectives that are attainable goals for
all her students.
● After explaining how to reach mastery,
Jenn will model to her students how to
demonstrate near mastery on the
specific assignment. For example,
modeling what a proper thesis
statement should be like.

Element
Emerging Exploring Applying Integrating Innovating
2.5
Establishes Develops Uses multiple strategies​ including culturally responsive Integrates equitable Facilitates a
expectations, rules, and expectations with instruction to develop and ​maintain high standards​ for expectations, positive
consequences for some student individual and group behavior. 7.17.18 ​5/7/19 positive supports, environment
individual and group involvement. and consequences using systems
behavior. Communicates, Utilizes routine references to standards for behavior ​prior and for individual and that ensure
models and explains during individual and group work. 7.17.18​5/7/19 group behavior students take
expectations for within and across an active role
individual and group learning activities. in monitoring
Developing,
behavior. Students follow behavior expectations, accept consequences and
communica
Refers to standards for and increase positive behaviors. 7.17.18 Guides and supports maintaining
ting, and
behavior and applies Reviews standards students to high standards
maintainin
consequences as for behavior with self-assess, monitor, for individual
g
needed. students in single and set goals for and group
high
lessons or sequence individual and behaviors.
standards
of lessons in group behavior and
for
anticipation of need participation.
individual
for reinforcement.
and group
Students are aware of Students respond to
behavior
classroom rules and Students know individual and
consequences. expectations for group behaviors
behavior and and encourage and
consequences and support each other Students
respond to guidance to make demonstrate
in following them. improvements. positive
behavior,
consistent

10 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
participation
and are valued
for their
unique
identities.

Classroom Observation 7.17.18

-​Jenn develops, communicates, and maintains high
standards for individual and group behavior by:
● Having students work in groups with assigned
roles. When we close read a text we have
literature circles in which we have a discussion
director who picks a significant passage, a
question commander who comes up with
relevant questions related to the topic, an
illustrator that draws their idea of the concept,
and a summarizer that declares the gist of the
paragraph. (All students take notes on a graphic
organizer)
● Choosing material that is culturally
representative of the students experiences. Often
Evidence times the Reading for Information texts will be
articles highlighting different perspectives of
society like immigrants, LGBTQ, or first
generation. Also, allowing for discussion of
these alternative perspectives where students feel
comfortable enough to share their own
experiences.
● Emphasizing the learning objectives and their
relation to the standard throughout the lesson
and learning activities both individual and group
so that students are aware of what skill is
expected of them to pass the standard.
● Allowing students to create classroom rules that
are reflective of their needs and behaviors that
are enforced on a daily basis and result in
specific consequences that the students are

11 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
aware of. An example of this is: after 30 mins of
being late to our two hour class session, students
are marked absent and are not allowed to join the
class for that session but instead make up the
class with the teacher individually later that day.
This keeps students accountable to being on time
to receive the most of the group lessons.
● Students participate in debates on controversial
topics like immigration reform by researching,
preparing evidence, and responding to peers in a
respectful manner.
● Students are part of setting class norms and
understand the consequences of disrupting the
class learning environment.
● NBPTS Proposition 1: Teachers are Committed
to Students and Learning: 5/7/19 One way that I
can catch early on differences is by reading their
warm-ups and checking their work early on to
see how they are doing with that. If I notice to
that there are a few students who are falling
behind I would meet with them privately and try
to work on what they are misunderstanding early
and try to prepare them for class.

Element
Emerging Exploring Applying Integrating Innovating
2.6

12 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes Develops routines, Maintains regular use of ​routines and procedures that are Engages students in Facilitates student
procedures, procedures, and culturally responsive and engage students​ in the monitoring and participating in
routines or norms in single development and monitoring of norms. 7.17.18 ​12/10/18 reflecting on developing,
norms for single lessons or sequence 5/7/19 routines, procedures, monitoring, and
lessons to of lessons with some and norms in ways adjusting routines
support student student involvement. that are culturally and procedures
learning. Provides positive behavior supports. responsive. focuses on
Responds appropriately to behaviors in ways that lessen Maintains a quality maximizing learning.
disruptions to the learning climate. learning climate that Classroom climate
Seeks to promote Students participate in routines, procedures, and norms and builds on student integrates school
Employing
positive behaviors receive reinforcement for positive behaviors. 7.17.18 strengths. standards and
classroom
and responds to 5/7/19 culturally relevant
routines,
disruptive behavior. Promotes positive norms.
procedures,
Responds to Students receive timely and effective feedback​ and behaviors and
norms, and
disruptive consequences for behaviors that interfere with learning. consistently prevents Promotes positive
supports for
behavior. 7.17.18 ​5/7/19 or refocuses behaviors and
positive
behaviors disruptive establishes
behavior to
to the learning preventions and a
ensure a
climate. positive classroom
climate in
climate that
which all
Students receive eliminate most
students
correction for disruptive behavior.
can learn
behavior that
Students are interferes with Students are
aware of learning, and positive involved in
procedures, reinforcement in assessment and Students share
routines, and following routines, monitoring of responsibility with
classroom norms. procedures, and routines, procedures, teacher for managing
norms. and norms in ways and maintaining a
that improve the positive classroom
learning climate. climate that
promotes learning.

13 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom Observation 7.17.18
-​Jenn employs classroom routines, procedures,
norms, and supports for positive behavior to ensure a
climate in which all students can learn by:
● Choosing material that is culturally
representative of the students experiences.
Often times the Reading for Information texts
will be articles highlighting different
perspectives of society like immigrants,
LGBTQ, or first generation. Also, allowing
for discussion of these alternative
perspectives where students feel comfortable
enough to share their own experiences.
● Emphasizing the learning objectives and their
relation to the standard throughout the lesson
and learning activities both individual and
group so that students are aware of what skill
Evidence
is expected of them to pass the standard.
● Allowing students to create classroom rules
that are reflective of their needs and behaviors
that are enforced on a daily basis and result in
specific consequences that the students are
aware of. An example of this is: after 30 mins
of being late to our two hour class session,
students are marked absent and are not
allowed to join the class for that session but
instead make up the class with the teacher
individually later that day. This keeps
students accountable to being on time to
receive the most of the group lessons.
● Students participate in debates on
controversial topics like immigration reform
by researching, preparing evidence, and
responding to peers in a respectful manner.

14 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
● Students are part of setting class norms and
understand the consequences of disrupting the
class learning environment.
● Giving students timely feedback on their work
through google classroom that is confidential
and accessible from home on their phones or
computers. Students can also respond to
feedback and set up a time to discuss in
person.
● Giving weekly feedback on everything from
warm-ups to assessments and essays.
● Jenn has been able to employ technology with
the class routines, such as using Google
classroom for the Daily warm-up “Do Now,”
posting the daily powerpoints for all students
to have access to on their individual
chromebooks for easier note taking, and
posting assessments. Students have become
familiar with these routines and know to grab
a laptop when they come into class to have
access to all their materials.
● Jenn has also started using Class Dojo to help
with student participation and keeping record
of any behavioral issues to communicate with
parents instantly during class. This has helped
with making sure the class runs smoothly and
students are aware of this feature and have
helped to remind me to record something.
Jenn has also used Class Dojo’s digital clock
so students can see the time they have left and
the focus music help have some background
music while they take their assessments or
more upbeat music to encourage them to talk
with partners.

15 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element
Emerging Exploring Applying Integrating Innovating
2.7
Paces instruction Paces instruction Paces instruction with Paces instruction​ to include ongoing assessment of student Paces, adjusts,
based on with some students to provide learning. ​Supports students in the monitoring​ of instructional and fluidly
curriculum consideration of adequate time for time. ​10/27/18 - 5/7/19 facilitates
guidelines. lesson type, instruction, checking instruction and
Develops adjustments for for understanding, Students​ use their instructional time to engage in and daily activities.
awareness of how sufficient student completion of learning complete learning activitie​s and are prepared for the next
transitions and work time and activities and closure. sequence of instruction​. ​5/7/19
classroom transitions to
Using
management optimize learning. Students participate
instructional
impact pacing and in and complete a
time to
lessons. variety of learning Students
optimize
Students complete activities in the time monitor their
learning
Some students learning activities allotted with options own time, are
complete learning and, as needed, may for extension and engaged in
activities in time receive some review. accomplishing
allotted. adjustments of time learning goals,
allotted for tasks or and participate
expectations for in reflection,
completion. self-assessment,
and goal setting.

16 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom Observation 7.17.18
-​Jenn uses instructional time to optimize learning by:
● Pacing the instruction for the whole semester
ahead of time and sticking to the schedule as
closely as possible, dating major assessments
and midterms.
● Giving ongoing formal and informal
assessments of the standards to ensure all
students have the opportunity to master all
standards.
● Reminding students of what our semester
timeline looks like with visual reminders in our
daily PowerPoints.
● Announcing what unit and standard we are
covering ahead of time so that students are
aware of the speed of the class and what major
assessment are coming when.
● Informing students of how an individual lesson
Evidence
fits into the bigger picture of the unit and what
each lesson is preparing them for in terms of
standard skills.
● Posting announcements and reminders on
google classroom to keep students accountable.
● Checking in with students individually to
discuss personal obstacles and goals.
● Setting classroom routines that minimize
interruptions later like giving a ten minute
break halfway through class to avoid bathroom
disruptions during the lesson.
● Keeping students on track and discussing
relevant information.
● Displaying and providing personal copies of all
instructions to promote smooth transition of
activities.
● With the use of Google classroom, Jenn has
been able to go paperless. Posting assessments,

17 
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students complete their assessments
electronically, Jenn gives them feedback on the
google doc, and returns it to them with an email
notification. Students correct their mistakes and
submit for reevaluation if the assessment is not
passing. Jenn has also been able to post the
readings on the google classroom so students
can zoom in and read with ease.

18