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 4/2/19
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. community that is
responsibility within 9/25/17 4/16/18 responsive to the diverse Students take leadership
a caring community Some students share in cultural norms of in resolving conflict and
where each student responsibility for the Students participate in Students demonstrate identities of all students. creating a fair and
is treated fairly and classroom community. occasional community efforts to be positive, 11/12/18 respectful classroom
respectfully building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and 4/16/18 responsibility resolving included and valued.
respect. 9/25/17 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. 4/2/19
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
If you ask any of my
students what my
number one most
important thing in
physical education is, they
will all tell you
sportsmanship! I
constantly give students
the opportunity to reflect
on how they are
responding socially and
emotionally, and stress
the importance of
teamwork,
sportsmanship, and grit. I
take my transition time as
a chance for students to
demonstrate a caring
environment by having
students high five 3-5
students before going
back to their spots.
4/2/19
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 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 4/2/19 diversity within and
Creating physical or students can support lessons to support during learning activities beyond the classroom.
virtual learning learning. student learning. 9/23/17 that ensures a focus on Integrates a variety of
environments that and completion of structures for interaction Selects from a repertoire
promote student learning tasks. that engage students of structures for
learning, reflect 11/12/18 constructively and interaction to ensure
diversity, and productively in learning. accelerated learning for
encourage 4/2/19 the full range of students.
constructive and Some students use Students use resources
productive available resources in provided in learning Students routinely use a Students participate in
interactions among learning environments environments and Students use a variety of range of resources in monitoring and changing
students during instruction. interact with each other resources in learning learning environments the design of learning
to understand and environments and that relate to and enhance environments and
complete learning tasks in interact in ways that instruction and reflect structures for
single lessons or sequence deepen their their diversity. interactions.
of lessons. understanding of the Students share in
4/16/18 content and develop monitoring and
constructive social and assessment of
academic interactions. interactions to improve
11/12/18 effectiveness and develop
a positive culture for
learning.
Evidence I am very aware of the Students are instructed I provide videos and Physical education is
importance in physical on how and when to worksheets to help already a physical
learning environments in interact with students. students acquire the environment, so the
physical education, and Often time’s students will learning goals, as well as important aspect I stress
students partake in have to listen to make it a point to inform is the social-emotional
physical activity in every instruction on how to students that running and learning. I constantly use
class. 9/24/17 interact and how many getting a better time is the visual aids, videos, and
students to interact with. important thing, not many other resources for
9/23/17 beating the person next to students to obtain the
you. learning goals.
Students use a variety of 11/12/18 4/2/19
resources including
different equipment that After the completion of I give my students a lot of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
better suits their abilities,
and also look at visual
aids to see a skill being
demonstrated in order to
make the connection
between the look and feel
of a certain skill.
4/18/18
the video, I give students
time to collaborate with
each other to help those
who may have missed an
answer. I circulate the
room during the video so
I can ensure students are
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
time for interaction, and
with the nature of
physical education,
collaboration and
interaction is engrained in
our subject area.
Students constantly show
support for one another,
and if students do not
meet those expectations,
we always discuss on how
we can improve. I
strongly believe the
culture you build in the
classroom is the biggest
aspect a teacher can have
in making a strong
connection with students.
4/2/19
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. 9/23/17
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
Integrates support for
students to take risks and
offer respectful opinions
about divergent
viewpoints.
4/2/19
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom.
4/2/19
Students develop and
practice resiliency skills
and strategies to strive for
academic achievement,
and establish intellectual
and emotional safety in
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
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.
4/2/19
Students demonstrate
resiliency in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
4/2/19
I believe I have a good
understanding of the
importance of social
emotional learning, and
the impact it can have on
the class culture. I
incorporate this into
every lesson I teach. I
believe that incorporating
an affective standard in
each lesson will help to
build the type of positive
culture that is so
important in physical
education and sharing an
appreciation and respect
for each classmate while
also building their
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
knowledge and skills in
teamwork,
sportsmanship, and
leadership.
4/2/19
Another aspect that I
constantly engrain in my
students is the
importance of grit. Each
unit we take part in, we
discuss grit, and how grit
will help us to persevere
through our troubles.
Students love to be
challenged, and through a
rigorous curriculum,
students are always eager
to demonstrate grit in our
units.
4/2/19
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 4/2/19 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 I incorporate a rigorous
assessments for students methods, I provide videos, worksheets, and curriculum, that requires
to complete. I provide accurate lessons active time to make the students to think
daily reminders and study regarding certain connection between how critically about our
guides that reinforce the movement types and their bodies are working learning and how it
importance of Physical sports. Students have when we are physically relates to our health,
Education. 9/25/17 learning goals centered active. Students all had a bodies, and activities
on demonstration of chance to share and outside of school. I also
I provide kinesthetic critical elements of a skill, collaborate with one place a high emphasis on
Evidence feedback on student and character traits. another after the video to grit, and social emotional
questions by 4/20/18 help each other find the learning in which
demonstrating the correct answers. students must think
appropriate skill, or Teacher provides specific 11/12/18 deeply about how this
partner students with a corrective and positive relates to situations
higher skilled, respectful feedback to whole group’s outside of school.
classmate to aid them. as well as individual 4/2/19
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 4/2/19
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
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. behaviors. 9/23/17 and support each other to and are valued for their
make improvements. unique identities.
4/18/18
Evidence I instruct and We have a school-wide Teacher places a high I feel strongly that this is
demonstrate to students discipline system that emphasis on character one of my strengths as an
on daily procedures such every teacher uses so building and talks about educator. Through our
as how to come into class students are well aware essential traits that constant talk about grit,
and out of class, how to of consequences which demonstrate what it teamwork, and
get water, how to get into has led to an increase in means to have quality sportsmanship, my
groups, get and put away positive behavior this character. students understand the
equipment, etc. 9/23/17 year. 9/23/17 4/18/18 importance for teamwork
and how to help others
Students had to set a goal who may be having
for themselves related to trouble. We constantly
the time they complete use examples of sports
their half-mile run. They teams, individual
monitor each time and activities and how these
chart it down after the individuals push through
completion of the run and difficult challenges.
write a reflection on the 4/2/19
run and what they can do
to increase their time, and Students understand that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
what things they did that one of my expectations is
helped or hurt their time. to show positive behavior,
11/12/18 active participation, and
positive teamwork in each
and every class. I always
tell my students that
when they are older, what
will make me the happiest
person, is that they are
fantastic people who are
good members of their
communities by helping
others and showing love
and respect for every
person.
4/2/19

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. 9/26/17 development and Maintains a quality on maximizing learning.
can learn 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.
Responds to disruptive behaviors and responds behavior supports. Promotes positive 4/2/19
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
9/26/17 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. eliminate most disruptive
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom norms. correction for behavior
that interferes with
learning, and positive
reinforcement in
following routines,
procedures, and norms.
9/26/17
Evidence 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
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
Students receive timely assessment and responsibility with
and effective feedback monitoring of routines, teacher for managing and
and consequences for procedures, and norms in maintaining a positive
behaviors that interfere ways that improve the classroom climate that
with learning. learning climate. promotes learning.
4/17/18
Students have a same Students know their daily My expectations align
seating chart named routines in class by sitting directly with our school
“galaxies” where students in the correct spots each discipline policy of
come into class knowing class, following cues, and R.O.A.R.S. These letters
exactly where to go. demonstrating my represent responsibility,
Students also respond expectations to be a ownership, attitude,
with “ROARS” when I yell mensch. We follow our respect, safety, service &
“Lions” as their cue to school wide policy of sportsmanship. My cue
focus and focus. This also R.O.A.R.S where each for students to stop an
goes hand in hand with letter stands for a specific activity is when I yell
our school-wide trait that I’m looking for. “Lions” students response
disciplinary policy. My cue is when I yell with “ROARS” where they
4/18/18 “Lions” they respond with are thinking about each of
ROARS, they stop, and these letters and if they
Students that consistently find me. are demonstrating these
demonstrate quality 11/12/18 characteristics.
character traits receive 4/2/19
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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
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
smoothie day or to pick a
certain activity for class.
9/26/17
Exploring
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
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports 4/2/19
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
know they can ask for
Evidence more time next class, in
which I will make a
decision on how
appropriate depending on
situation or student.
9/24/17
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
Students had plenty of In my experience, I’ve
time to complete their gained good knowledge
run and their assessment on each unit and how I
sheets. I made sure to pace the unit, revisit a
revisit with each student topic, move on to the next
to see how they were area, and appropriate
responding to the activities.
reflection. 4/2/19
11/12/18
I give students the
freedom that they need to
monitor their own time
and their own learning.
Students are constantly
given time to reflect on
their work, their learning
and experiences and how
they translate to other
aspects of life. In each
unit, I always have
students place a goal for
themselves that is clear,
appropriate, and
attainable.
4/2/19