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
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 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.
I feel that I have to be Every student in m
more specific about why classroom has a job so
we have these jobs. I have that they each feel a
purposefully not put my responsibility towards
name on anything in the the classroom. Every
classroom and always month we go in depth
refer to it as OUR about a character trait.
classroom, but a lot of my For example, the month of
students either forget September was
Evidence their jobs or don’t know KINDNESS. We started
when to do them, I have with how do we show
to constantly tell them. I kindness, read books on
want them to kindness, etc. Then
independently feel towards the end of the
responsible for their job. I month we discussed the
either need more why we show kindness
motivation or more (makes us feel good,
explanation. 9/27/19 makes others feel good,
etc). 9/3/19
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. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I have welcome to our
classroom in both English
and Spanish so that
students AND their
families feel welcomed. I
send out my Class Dojo
messages in both
languages as well. I
incorporate learning
stations so that students
use academic language to
interact with each other
and the texts. I use
technology to deepen
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
their understanding of
subjects because a lot of
my students are ELLs and
need visuals to fully
understand a
concept.8/12/19
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. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives academic achievement, intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I think about their safety
before doing anything. I
tell my students that my
job as their teacher is to
keep them safe and help
them learn. We talk about
how being healthy doesn’t
only mean your body.
Evidence Your mind has to be
healthy too. I encourage
them to offer their
opinions and always ask
students to add on or
share their perspectives.
9/3/19
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 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 gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
I need to be more explicit
with each student about
their learning goals. I
know what they are, but I
rarely tell the students
what they are. I need to
start outlining what they
are good at and what
their goals to reach are so
that they are aware what
Evidence they need to continue
doing and what they need
to change. I already do
work with a number of
my students that need
extra scaffolding,
especially during learning
stations in ELA and math
workshop in math.
8/12/19
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. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.

For absolutely everything

that happens at school I
have expectations.
Whether it be lunch,
recess, math, etc. I have a
voice level expectation
and a work production
expectation. I explain
what each
Evidence subject/activity should
look and sound like.
Students cannot be
expected to perform a
certain way if the
expectations are not set
for them. 9/3/19
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. 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 positive
to ensure a climate in
learning climate. disruptive to the learning classroom climate that
which all students
Students participate in climate. eliminate most disruptive
can learn
routines, procedures, and behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Evidence I use popsicle sticks to call

them at random to make
sure all students are
getting a chance to
participate. I give stickers,
stamps and use clip
charts to promote positive
behavior. We have
discussions about our
class rules and why we
have them. Students are
active participants in
coming up with our rules.
They tend to follow the
rules more when they feel
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
like they have chosen
them. We also discuss the
right and wrong way t
handle students giving
wrong answers or being
disruptive. 8/12/19

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.
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
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion. setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am very flexible when it
comes to my lessons. If I
see that the majority of
my students are having a
hard time I stretch that
lesson out to two days or
have an enrichment day
on Friday. Everyday I have
math workshop where I
reteach for one group and
the other group gets
Evidence enrichment. In ELA
students are put into
groups where I
differentiate the lessons I
give so that each group is
getting the most out of
that learning center time.
8/12/19