Sie sind auf Seite 1von 11

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 12/12/19.
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. 9/26/18. 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 5/1/19 respectful classroom
respectfully
designed to promote of differences. 9/26/18 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 12/12/19.
differences. 5/1/19
Evidence At the beginning of each Last week we started our I help to teach students
trimester, I assign the “Student of the day” how to self-assess their
students classroom jobs countdown where one work to make sure that
to promote responsibility, student is chosen and they are putting 100%
as well as a positive each of their classmates effort into their projects
classroom climate. writes a Friendly Letter or assignments.
9/28/18 thanking them for being 12/12/19
apart of their class this
Every Friday afternoon, year. This has helped to Each student is given a
Students are responsible create and maintain a classroom job at the
for giving me 3 “positive positive classroom beginning of the month.
shout-outs” about other environment for the last They are responsible for
students or staff for that few weeks of school. doing their job each day
week. 9/28/18 5/3/19 and showing respect to
other students 12/12/19
Students have gained the
skills throughout the year
from team-building
activities, to solve conflict
between themselves. As a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
result, students respect
each other and maintain
positive relationships
with one another. 5/3/19
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. 9/26/18 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. that ensures a focus on structures for interaction
environments that and completion of that engage students Selects from a repertoire
promote student learning tasks. 5/1/19 constructively and of structures for
learning, reflect productively in learning interaction to ensure
diversity, and 12/12/19. accelerated learning for
encourage the full range of students
constructive and Some students use Students use resources 4/2/20.
productive available resources in provided in learning Students use a variety of Students routinely use a
interactions among learning environments environments and resources in learning range of resources in Students participate in
students during instruction. interact with each other environments and learning environments monitoring and changing
to understand and interact in ways that that relate to and enhance the design of learning
complete learning tasks in deepen their instruction and reflect environments and
single lessons or understanding of the their diversity. structures for
sequence of lessons. content and develop Students share in interactions.
9/26/18 constructive social and monitoring and
academic interactions. assessment of
5/1/19 interactions to improve
effectiveness and develop
a positive culture for
learning 12/12/19.
Evidence Students’ desks are I have displayed After each Art Masters Students maintain classroom
lesson, I make sure to jobs throughout the
divided into two visual resources such trimester and awarded raffle
“teams”. Each team as anchor charts and hang my students art tickets when they complete
works together to Math picture graphs up on the Art wall. their job. Students choose
Students love to see their seats, help arrange the
earn points, tickets all around my classroom and problem solve
their art displayed in
and prizes. 9/26/18 classroom to support among students. 4/1/20
the classroom.
students learning. 12/12/19
9/28/18
Students have partner
I assigned students to cards that have
work in groups of 4 to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
create a life-sized different students name
Samurai for our Feudal on them. I will call out
Japan Unit. I gave them a name pair (mac and
a rubric to ensure they cheese, burger and
knew what was fries) and they will get
expected of them while with their partner on
working in groups. their card. This allows
5/3/19 students the chance to
work with different
Students worked peers. 12/12/19
cooperative in groups
to create their life-size
Samurai. They were
given a variety of
resources to help them
in finishing their
project together.
5/2/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints 12/12/19. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. 9/26/18 in the learning focused on high quality
environment and and rigorous learning.
curriculum. 5/1/19 Engages in reflection on 4/1/20
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. support intellectual and classroom12/12/19.
emotionally safe
emotional safety. 5/1/19
Students are aware of Students demonstrate
required safety Students develop and resiliency in perseverance
procedures and the Students follow teacher Students take risks, offer practice resiliency skills for academic
school and classroom guidance regarding opinions, and share and strategies to strive achievement.
rational for maintaining potential safety issues for alternative perspectives for academic Students maintain
safety. self or others. 9/26/18 5/1/19 achievement, and intellectual and emotional
establish intellectual and safety for themselves and
emotional safety in the others in the classroom.
classroom 12/12/19.
Evidence Classroom rules and At the beginning of I created an anchor Students are provided with
opportunities to share their
expectations are each trimester, I make chart with classroom thoughts and opinions in all
clearly posted on our sure to go over and playground class subjects without being
classroom rules and expectations. Each right or wrong. I use “thank you”
classroom wall for all “I appreciate your input”
expectations to remind student takes a sticky whenever students answer
to see. 9/28/18
students to be aware of note and write an questions. Multiple answers and
perspectives are taken before I
others feelings and to expectations for “Being share the correct information.
Students are aware of create a safe learning Responsible, Being Students are taught to
Emergency environment for all Respectful and Being encourage each other to share
procedures and their opinions and that all
students. 5/3/19 Safe” in and out of the opinions are to be respected.
follow directions classroom. 12/12/19 During writing, students provide
when participating in Students had to write compliments to classmates who
share their writing such as “I
school safety drills. an argumentative essay Students will come like how you wrote a good
9/28/18 expressing their back from Winter conclusion statement” and “I like
how you wrote details in your
opinion of the given break and fill in an sentences”. 4/1/20
topic. They were to academic goals sheet
chose a side and state where they can
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their reasoning for it. construct goals for
Classmates were asked themselves for the new
to respond in year. 12/12/19
respectful ways.
5/3/19

Element 2.4 Emerging Exploring Applying Integrating Innovating


Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 9/26/18 expectations for to meet high expectations
support for all
achievement. 5/1/19 12/12/19.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. 9/26/18 problem solving across factual and analytical
subject matter 12/12/19. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I give my English I have my students set I maintain high
Language Learners a goals before each unit expectations for my
in Math. They create a English learners while
separate sheet of pre- providing the needed
written notes before quiz, homework and
scaffolding such as visual,
final test goal they word walls and picture
we start each new
would like to examples, to lead my
Social Studies
accomplish by the end. students to academic
chapter to ensure 5/3/19 success. 12/12/19
they understand key
terms and phrases I believe, models and
that we will be communicate the
reading about. expectation that all
9/28/18 students can learn. I
use our school motto of
Before the spelling “Be Responsible, Be
test, certain students Respectful and Be safe
Evidence
are given “ to lead my students.
12/12/19
accommodated vocab
and word lists to
choose from.
9/28/19

Students received a
differentiated
vocabulary and spelling
test each week
according to their
learning needs and
levels. 5/3/19

Element 2.5 Emerging Exploring Applying Integrating Innovating


Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors
Developing, Refers to standards for Reviews standards for Utilizes routine Guides and supports 12/12/19.
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. 9/26/18 behavior and
behavior reinforcement. participation.
5/1/19 Students demonstrate
Students are aware of Students know Students follow behavior positive behavior,
classroom rules and expectations for behavior expectations, accept Students respond to consistent participation
consequences. and consequences and consequences and individual and group and are valued for their
respond to guidance in increase positive behaviors and encourage unique
following them. behaviors. and support each other to identities12/12/19.
make improvements.
5/1/19
Before students are I had my students write I facilitate “centers”
put into groups for 3 different academic twice a week where
an activity, I make goals out at the students are able to
sure to establish beginning of each work together an
trimester. They placed
clear expectations for collaborate with one
these goals on a sticky
each group member. another. 12/12/19
note that they keep on
9/28/18 their desk. 5/2/19
Students
Evidence Students follow Students are demonstrate positive
“posted’ group work encouraged to take behavior by
rules for different responsibility for their complimenting and
activities and actively own actions by being helping each other
work together to respectful to peers and out during different
complete tasks. engaging in positive
Students are aware of group activities.
peer interactions 12/12/19
consequences if rules during discussion.
are not followed 5/2/19
9/28/18
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. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 5/1/19 standards and culturally
Seeks to promote positive Provides positive 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 to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a
to ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 9/26/18 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. 5/1/19 promotes learning.
with learning 9/26/18.

During the first week At the beginning of I have put classroom


of school, classroom each trimester, I have procedures and
procedures are my students revisit our organization bins
clearly stated for classroom rules and around the room for
expectations to ensure
students. Some students to use. We
each student is
procedures include: have a “sharp” and
accountable for their
Evidence classroom jobs, actions in the “dull” pencil cup so
turning in homework classroom. 5/3/19 students know where
and sharpening different supplies
pencil rules. 9/28/18 Students often peer- goes. 12/12/19
edit their writing
When students cause essays and provide Students share
a disruption to positive feedback to responsibility when
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
other’s learning, they each other. 5/3/19 cleaning up after
are given a “making themselves and
better choices” slip cleaning our room.
and 2% off of their They organize our
behavior grade. class library and file
9/28/18 papers in the correct
bin. 12/12/19

Element 2.7 Emerging Exploring Applying Integrating Innovating


Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities. 4/1/20
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.
Using instructional
9/26/18 5/1/19
time to optimize
Some students complete Students complete Students monitor their
learning
learning activities in time learning activities and, as Students participate in Students use their own time, are engaged in
allotted. needed, may receive and complete a variety of instructional time to accomplishing learning
some 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. 5/1/199/26/18 sequence of instruction. setting. 12/12/20
12/12/19

Evidence At the end of our I use classroom timers I use “call-backs” to


science lesson, I will to keep track of effectively get students
give students a post- instructional time and attention when we are
it note and have them to pace each lesson ready to transition to
accordingly. I also post the next activity. This
answer the “essential
timers on the board for saves time and the
question” as an exit
students to self- students know what
ticket. This helps me monitor their time. the next direction is.
get a better 5/3/19 12/12/19
understand of which
students need more Students know that A schedule for the
help in grasping the when they are working day is written on the
concepts. 9/29/18 independently to not board, but is often
talk to their neighbor shifted around based
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are given 20 and to be respectful on student learning,
minute after our with others materials. needs and if
grammar lesson to 12/12/19 additional time
finish their grammar needed for students
worksheet. Students to make progress on
are aware that standards. Fleixibility
anything that is not and adjustments are
finished will be taken constantly being
home for homework. made. 4/1/20
9/29/18

Das könnte Ihnen auch gefallen