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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community.   the value of all members.
students about language Incorporates cultural Supports students in
and behavior. awareness to develop a taking leadership in
Promoting social
Seeks to understand positive classroom developing a caring
Development and
cultural perceptions of climate. community that is Students take leadership
responsibility within
caring community. responsive to the diverse in resolving conflict and
a caring community
Some students share in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom community. occasional community accepting, and respectful 9/25/18 community where
respectfully
building activities, of differences. student’s home culture is
designed to promote Students take included and valued.
caring, fairness, and responsibility resolving Students communicate
respect.9/25/18 conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. 5.5.19
Students engage in daily This is a huge focus in my We focus on this heavily
group work challenges to classroom this year. Each in kindergarten as this is
work on their team morning we begin with a their first interaction in
building and social skills review of the schooling where they are
as they are expectations and goals learning how to express
kindergarteners. I watch we have for the day and themselves in many ways
and observe how they ideas of how we might throughout their day. We
interact during playtime achieve that. Before teach them problem
showing empathy, snack and lunch we go solving skills, we go over
kindness, and respect to over appropriate how to politely express
Evidence
their peers. If students behavior on the what we are feeling, etc.
are having difficultly with playground. Each day Students lead our class
their peers we walk after lunch we have class meeting where they
through the situation meeting where it is an problem solve situations
with both students and open discussion with the for their peers. The
how they should students and myself to students love it as they
respectfully talk to and talk about any problems are the leaders in the
interact with their peers. they had out on the classroom and they learn
9/25/18 playground and how to through teaching
resolve them. 9/25/18 themselves. 10.3.19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
9/26/18 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 a variety of Students routinely use a
productive
available resources in Students use resources resources in learning range of resources in Students participate in
interactions among
learning environments provided in learning environments and learning environments monitoring and changing
students
during instruction. environments and interact in ways that that relate to and enhance the design of learning
9/26/18 interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks content and develop Students share in interactions. 4.4.20
in single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 10.3.19
Evidence With my room currently I know that in Now that I have had my Our group based centers During this time as we
undergoing construction kindergarten student curriculum up in the provide collaborative have shifted into online
and renovations on walls utilize any resource they classroom I feel much work time with their learning I have been
as well as missing can that is around them. more confident that my peers three days a week challenged to find
curriculum students rely Typically I have up class is an environment of for 45 min. periods. They creative ways to engage
heavily on their resources alphabet, digraphs, and learning and diversity. work to problem solve and promote student
I have given them rather numbers across the room. We have our IB walls that tasks, or work through learning. I utlize different
than what would be on On our focus wall I showcase the diversity of academic challenges. online resources for
the walls on my included the topics we our classroom learners Students love the time visuals, learning
classroom at this point. are covering that week and where they’ll all they get to work with one instruction, and at home
Students have the including grammar, come from. We have tons another. activities. I have had
alphabet, hundreds chart, spelling, sight words, and of play toys during their overwhelming ly positive
etc. on their desks that letter sounds. I leave up free play time they get to feedback from parents
they often reference their sight words all year choose whichever toys and the students
when working at for them to have regular they’d like to play with excitement to learn is
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
independent groups. interaction with 9/26/18 and how they want to evidence throughout this
9/26/18 play with as well. 5.5.19 time as well.
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 Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom. 9/26/18
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. 9/26/18 alternative perspectives for academic intellectual and
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom. 5.5.19
Evidence Students have access to All materials in the I have put in a lot of effort
tools in the classroom classroom that may be to maintain my classroom
upon request. Students harmful to a child are in environment one of
have clear boundaries of closed cabinets that could peace, kindness, and
rules and expectations be locked. In case of an hardworking for my
for behavior and actions emergency I have students. They seem to
in the classroom. window shades, and a reflect the same
Students feel comfortable window block for the intentions when in my
and safe coming to myself door, as well as an classroom. They know
to share any situation emergency bag by the that if they are having a
going on with another door. 9/26/18 bad day and are
student. They respond Students have been emotional they can come
well to discussion about gaining more stamina in to me for a hug. They love
how to talk with their the classroom and the when I am challenging
peers and work through a time that they are them academically to see
situation. 9/26/18 productively able to sit what they are capable of.
and accomplish an They abide by our
assignment. classroom rules during
pay times because they
know the are there to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
keep them safe. 10.3.19

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. 5.5.19 expectations for to meet high
support for all
achievement. expectations.
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. learning. 4.4.20

Evidence Material is a year With our student Our school is a year

advanced academically material being advanced advanced in our
from the start of their there is already a curriculum, however in
education. Students are challenge for the students the classroom we have
set up to be challenged naturally in the day to resources that can
from the start. I work to day learning. They’re support student learning
create differentiated reading, writing, and in a developmentally
leveled groups that are math skills are all at a appropriate way.
appropriate for their first grade level. They Currently I have had to
abilities. I continuously love rising to a utilize different resources
encourage them to try “challenge” in the to keep student rigorous
their best and if they classroom, which is what learning high. Much of
aren’t sure they can come I say to them with a this rigor is utilized now
and ask me for extra help. confusing topic. During through the question and
I pull small groups of topics where I notice they discussion during
students during aren’t grasping, I do find lessons, and having
independent work to it hard for me to change students explain their
further reinforce the how I teach it on the spot. thinking as well as
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
material and concepts I have to save it for the consider other answers .
taught. 9/26/18 following day. 10.3.19
The natural course of our
school climate is
academically rigorous.
Although not all of our
students are at that level
of academics, we still
work to challenge them
to their best ability.

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. 5.5.19 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. 9/26/18 make improvements. unique identities. 4.4.20

The first week of school This was one of my I have set my online
we spend the time getting bigger goals this year learning expectations up
to know the rules and with my group of similarly to how I run my
expectation inside and students. I focused on my classroom and it has
outside of the classroom. whole group proven to show
Evidence We role play good and management system and consistency and
bad scenerios of how to once I focused on my familiarity during their at
act during specials times. expectations in the home learning time.
In the class we have two classroom they students When online with me
main forms of did a great job. I have students know they need
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
management class dojo volume levels posted in to sit student position,
during centers that is the class for each activity, raise their hand to
displayed on the board as they know what they will unmute themselves, as
they work independently, earn or give up fuzzies well as they get their free
and “warm fuzzies” that for. These tricks have talking time before and
they collect at their desk seem to help out in the after a lesson is
throughout the day. classroom. I have also completed. I have been
Students can lose fuzzies begun utilizing my Class impressed with their
for breaking rules or Dojo points during group engagement and listening
undesireable behavior. work time. 10.3.19 skills during this time.
9/26/18

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. 9/26/18 standards and culturally
Employing Seeks to promote positive Provides positive relevant norms.
classroom routines, Responds to disruptive behaviors and responds behavior supports. Promotes positive
procedures, norms, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
and supports for to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
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 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. 9/26/18 learning climate. 5.5.19 promotes learning.

Students have classroom Every day we have I pride myself and my

Evidence jobs that they are regular routines that students on the positive
responsible for have been established classroom environment
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
remembering such as since the first day of that we keep and ensure
feeding the class pet, school. Line up outside, that we make everyone
greeting guests, chair unpack their folders, feel like a friend and safe
monitor etc. If they forget check-in, then while they in our classroom. With
or are not performing wait for the peers they kindergarten students
appropriately the job get to have a “dance most kids are naturally
goes to another student party”. Lights on music kind and giving. However,
that day. Student use off they sit for attendance I did have to work
their sign language hand and lunch, then calendar. specifically with a few on
signals to show they need We go over the schedule the way they speak to
a drink of water or for the day so they know others, and how they
restroom. Students are what to expect problem solve
beginning to get to the throughout the day. Use disagreements. Now
point of independence of multiple music signals during class meetings
our routine. 9/26/18 throughout the day to let they are teaching each
them know its clean up other how to solve
time or bells that mean this.10.3.19
its time to move centers.
9/26/18

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 understanding, students in the
impact pacing and transitions to optimize completion of learning monitoring of
lessons. learning. activities and closure. instructional time. 5.5.19
Using instructional
time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with options learning activities and goals, and participate in
some adjustments of time for extension and review. are prepared for the next reflection, self-
allotted for tasks or 9/26/18 sequence of instruction. assessment, and goal
expectations for setting.
completion.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students jobs in the Students focus in the I have been able to get
classroom help classroom has been time down my routines and
productivity in the management and focus schedules in the
classroom with passing when in independent classroom to a point of
out paper and other group work. Many finding our most
materials while students students are able to productive days and what
prepare for an activity. I complete assignments routines we have during
share a summary of the quickly, however I have these days. Mondays have
learning goal of our begun to challenge them a special focus to ensure
lesson. Students are to look at the quality of productivity as well as
successful at staying on their work before they each day of the week.
task and actively turn assignments in. The Timers have also helped
Evidence participating due to small students who are early with optimizing our time
class size and positive finishers have done well in the classroom and
classroom incentives with this. keeping the students
throughout the lesson. focused on completing
When a lesson is finished tasks promptly. 10.3.19
we have regular routine
expectation of how to
clean up then I provide a
code word for them to
begin. They always come
back to the carpet for the
next instructional time.
9/26/18