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 respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the
respectful behavior to and respect in Assists students to resolve conflict and creating and caring community based
support social communications with conflicts. maintaining a caring on respect, fairness, and
development. students about language Incorporates cultural classroom the value of all members.
and behavior. awareness to develop a community. 7.17.19 10.25.19
Promoting social Seeks to understand positive classroom climate. Supports students in
Development and cultural perceptions of taking leadership in
responsibility within caring community. Students demonstrate developing a caring
a caring community 7/17/19 efforts to be positive, community that is Students take leadership
where each student Some students share in accepting, and respectful responsive to the diverse in resolving conflict and
is treated fairly and responsibility for the Students participate in of differences. cultural norms of creating a fair and
respectfully classroom community. occasional community identities of all students. respectful classroom
building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. 7/17/19 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. 10.25.19
Though I have worked When I become aware of a I have been working
hard to develop a shared student’s frustration with particularly hard on this
responsibility between me, our class, their family, during this past year,
myself and my student in or their peers,, I engage recognizing my own
resolving conflict and them in a conversation hesitancy to engage in
creating a caring about it and work with difficult conversations
environment, I am just them to find ways to and taking intentional
beginning to try to resolve and build a more strides to overcome that.
understand how my caring environment. When When there is an issue in
Evidence students’ different cultures students initiate these our classroom
and families influence conversations, I community, I facilitate a
their perceptions of what a encourage their conversation with the
caring community looks self-advocacy and respond student about what the
like. I’ve asked them positively. 7/17/19 issue is and what steps we
questions about how the Students work with me can take to overcome it.
structure of our class can and our Assistant Director Most often, this involves
be more fair for them, and in resolving conflicts that issues of students not
I’ve talked with other arise. When a Government doing their homework. I
teachers about what student was frustrated guide the students in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
equitable practices look about an assignment, I reflecting on the reason
like. 7/17/19 applauded his they haven’t been doing
self-advocacy and worked their homework and in
I find it challenging to with him to design a new deciding on next steps to
build in community assignment that expressed try. One of my students
building activities in my mastery of the standards decided to keep a running
class. Students do but also had personal checklist of homework
participate in weekly value for him. 4/12/20 assignments for all his
student meetings as a classes, and after a couple
campus where topics such reminders from me, now
as respect and care are regularly initiates this
brought up in creative himself. Another student
ways, and they participate expressed a need for
in monthly potlucks with external motivation, so I
open mics where they communicate regularly
support each other. with him and our
Personally, I am trying to Homework Cafe teacher.
get more students involved At the start of the year, I
in publishing their work in explain my classroom
our school newspaper norms to students, going
website and respectfully into the reasoning behind
conversing about each each policy, and invite
other’s work on that student feedback on
platform. 7/17/19 adding or changing norms
then or at any point
during the semester.
10-25-19
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 7/20/19 ​10-25-19
environments that
learning tasks. 7/20/19 that engage students
promote student
constructively and Selects from a repertoire
learning, reflect
productively in learning. of structures for
diversity, and
interaction to ensure
encourage
accelerated learning for
constructive and
Some students use Students use resources Students use a variety of Students routinely use a the full range of students.
productive
available resources in provided in learning resources in learning range of resources in
interactions among
learning environments environments and environments and learning environments Students participate in
students
during instruction. interact with each other interact in ways that that relate to and enhance monitoring and changing
to understand and deepen their instruction and reflect the design of learning
complete learning tasks in understanding of the their diversity. environments and
single lessons or sequence content and develop Students share in structures for
of lessons. 7/20/19 constructive social and monitoring and interactions. 4/12/20
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 10-25-19
When tasked with This is more difficult While there are still I have created my
polls or peer review, in my teaching physical limitations classroom for a range
students will do so context, but I have in my classroom of learning needs.
independently or had a couple students space and seating, I The lighting is
with the presence of create polls and walk have created a more mellow to create a
Evidence a teacher for support. around campus diverse virtual calm and warm
Students who need interviewing their environment to help environment. I have
sentence frames or peers. Students hang students fidget devices on the
scripts for this will out between classes constructively and table for students
use them. Students in our Homework productively engage who need them as
sometimes Cafe, and we have in learning. I use coping tools. Last
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
participate in P.E. periodic activities for EdPuzzle videos for year, I had a student
activities, clubs, and them to engage in student learning who absolutely
potluck open mics together such as outside of class. I’ve needed these coping
together. 7/20/19 cohorts and puzzles. created course tools right before a
7/20/19 websites to make it student who grew
easier for my agitated by them, so I
students to navigate would move the tools
our class resources, between classes. I
in addition to loading have a wall of word
things in our LMS. I magnets on my
teach students how whiteboard for
to create and make students who need a
use of the different more hands-on
dynamics of Google approach. When I had
Docs and Slides, a student with vision
making screencasts, problems, I enlarged
etc. 10-25-19 the text of the
PowerPoints and
worksheets for her
and wrote in larger
letters on the white
board. 7/20/19
Additionally, I added
inspirational artwork
related to stories I
and the students love
to inspire the
students and connect
with them more. I
rearranged our desks
slightly to give the
students a bit more
room. 10-25-19
In moving to virtual
teaching, I have kept
the design of our
class agenda mostly
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the same to make the
transition easier for
my students. My
students participate
in sharing their
screens for
accountability and
help. I am also having
my seniors monitor
their progress on
reading and projects
mostly
independently, and
we engage in
reflective
conversations about
what they are
learning as they do
so. 4/12/20
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. 7/20/19 physical, intellectual, and
that impact student safety learning environments. include examining biases 10-25-19 emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
Establishing and establish intellectual and Models and provides their own language and
maintaining learning emotional safety in the instruction on skills that behavior that contributes
environments that classroom. develop resiliency and to intellectual and
are physically, support intellectual and emotional safety in the
intellectually, and emotional safety. classroom. 7/20/19 Students demonstrate
emotionally safe Students are aware of 10-25-19 resiliency in
required safety Students follow teacher perseverance for
procedures and the guidance regarding Students take risks, offer academic achievement.
school and classroom potential safety issues for opinions, and share Students develop and Students maintain
rational for maintaining self or others. alternative perspectives practice resiliency skills intellectual and emotional
safety. and strategies to strive safety for themselves and
for academic others in the classroom.
achievement, and
establish intellectual and
emotional safety in the
classroom. 7/20/19
10-25-18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I provide students
with options for
assessments and
encourage them to
try things that are
outside of their
comfort zone
academically, such as
supporting a student
afraid of writing in
creating a comic
story. I create lessons
for students to
examine and offer
their opinions on
different viewpoints
in fiction and history.
7/20/19
Evidence
I regularly record
and observe my
classes and reflect on
how my body
language and verbal
language impacts my
students’ sense of
safety and my
engagement with
them. I am actively
working on adopting
a more relaxed
posture and giving
even more positive
feedback as a result
of these reflections.
7/20/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students
self-advocate
independently or
with prompting,
expressing their
confusion and
emotions. Students
engage in reflection
to develop their
self-awareness. In
both my history and
English classes,
students consider
stories and events
from multiple
perspectives. When
revising their work,
students consider the
strengths of their
drafts in addition to
the areas for growth.
7/20/19
Additionally, I’m working
with a student with low
self-esteem this year to
change his negative
self-talk. In just two
months, he’s already
moving from his practice
of starting new things by
saying he expected to be
bad at it to just saying
that he expects the new
thing to be hard. One
assignment in which I
support students in
exploring different
viewpoints is a dramatic
monologue project, in
which they try to imagine
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the perspective of a
character who is different
from them. 10-25-18

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. expectations for to meet high expectations.
support for all
achievement. 7/20/19 10-25-18
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. 7/20/19 problem solving across factual and analytical
subject matter. 10-25-18 learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students analyze I have high Research and
primary and expectations for my analysis is a key part
secondary sources students and create of both my English
with scaffolded lessons designed to and History students,
questions to develop help each of them as exemplified in my
their accuracy and succeed. With one of 11th grade English
analysis. Students my essential level research project on
reflect on their students, a girl with contemporary issues
writing and work neurological and my incorporation
with me to developmental delay, of primary and
problem-solve for I created a structured secondary source
revision. Students outline and we went analysis in most of
analyze examples of through it at her my lesson plans for
different types of pace, and later I used History. I support
writing to learn the scaffolded questions students with all
conventions of to help her reflect levels of needed
various forms, such honestly on her support,
as essays, book writing. I encourage differentiating to
Evidence
reviews, graphic my student with OCD enable them to
novels, and short to take pictures of achieve mastery.
stories. 7/20/19 resources rather than
notes, so that he can
stay mentally present
in class and not get
caught up on details
while still having
notes. I plan my units
in History around
analyzing and
critically thinking
about primary and
secondary sources. I
create challenging
assignments for my
honors students to
keep them engaged
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and maintain rigor.
7/20/19
History students use
historical thinking
skills to analyze the
source, context,
corroborative
evidence, and content
of various primary
and secondary
sources, speaking
and writing about the
credibility and biases
of those sources and
what they
understand from the
historical record.
English students
make inferences,
such as in an
inference-based
critical reading of
Hemingway’s “Hills
Like White
Elephants” and other
assignments.
10-25-19

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
Developing,
rules, and consequences with some student including culturally expectations, positive environment using
communicating, and
for individual and group involvement. responsive instruction to supports, and systems that ensure
maintaining
behavior. 7/20/19 Communicates, models develop and maintain consequences for students take an active
high standards for
and explains expectations high standards for individual and group role in monitoring and
individual and group
for individual and group individual and group behavior within and maintaining high
behavior
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
7/20/19 sequence of lessons in during individual and individual and group
anticipation of need for group work. 10-25-19 behavior and
reinforcement. participation. 4/12/20

Students know Students follow behavior Students respond to Students demonstrate

Students are aware of expectations for behavior expectations, accept individual and group positive behavior,
classroom rules and and consequences and consequences and behaviors and encourage consistent participation
consequences. respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 7/20/19 make improvements. unique identities.
10-25-19

I don’t have many With so few I have established a

expectations, just expectations put on more uniform
that they will be on them, my students personal curriculum
time to classes and follow these so that I make sure
turn in their work in expectations. Those students get an
a timely manner. At who do not turn in equitable focus on
the start of our their work on time different skills in
semester I go over accept the lowered different grades, but
these and the grade and start to my curriculum is
consequences of not communicate with flexible enough to
following them with me when they need account for the
my students, explain an extension. different supports
Evidence my reasons for each, 7/20/19 different students
and welcome their I realized that I do will need. My
feedback and have more students reflect at the
concerns on the expectations, such as start and end of the
expectations. If the expecting that all my semester on their
consequence of not students can succeed goals for the class
turning in their work and that they will and their future.
on time is not either do their work When working on
enough, I or communicate with projects, students
communicate with me about their needs. work with me to
the Homework Cafe I also use rubrics to establish a timeline
teachers to provide maintain high for the project and
the student with expectations for all set personal goals for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
extra support in larger assignments. when to have
doing their My students accept different steps
homework. I also the consequences of completed. 4/12/20
communicate about lowered grades and a
homework and conversation with me
attendance daily with about how to change
their parents, along things in the future
with the celebrations when they fail to
and content for the meet my deadline or
day. 7/20/19 assignment
expectations. They
share ideas about
how they can
increase positive
behaviors in those
conversations.
10-25-19

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.
Employing classroom monitoring of norms. learning climate that Classroom climate
routines, procedures, 7/20/19 builds on student integrates school
norms, and supports strengths. 10-25-19 standards and culturally
for positive behavior Seeks to promote positive relevant norms.
to ensure a climate in Responds to disruptive behaviors and responds Provides positive Promotes positive
which all students behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
can learn Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and 7/20/19
norms and receive 10-25-19
Students are aware of Students receive reinforcement for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
procedures, routines, and correction for behavior positive behaviors. Students are involved in
classroom norms. that interferes with assessment and Students share
learning, and positive Students receive timely monitoring of routines, responsibility with
reinforcement in and effective feedback procedures, and norms in teacher for managing and
following routines, and consequences for ways that improve the maintaining a positive
procedures, and norms. behaviors that interfere learning climate. classroom climate that
with learning. 7/20/19 10-25-19 promotes learning.

This one is difficult Again, I have few By making my

for me to rank behavior issues with behavior
because I have so few my students, since expectations
behavior issues. I and my classes are 1-to-1. minimal, clarifying
my colleagues I establish rapport them early on,
continually show our with them early on facilitating discussion
students respect, and continually when behavior
patience, and grace, express respect and expectations aren’t
and the students positive regard for met, always treating
learn that we view each student, and as students with respect
them as humans and a result my students and grace, and
aren’t out to punish usually bring their recognizing that most
them but to help. best to class. I am negative behaviors
Because we’re growing with stem from a deeper
one-to-one, I can’t discernment of when underlying issue, I
Evidence
think of many to redirect have created a
behavioral issues inappropriate or positive learning
that I’ve disruptive environment where
encountered; the conversations and few behavior
ones that I have when to allow disruptions occur.
encountered have students to keep 7/20/19
been easily talking for mentoring
redirected with a purposes. Students
conversation about know classroom
what is and isn’t expectations and are
appropriate in involved in
different contexts. In conversations with
other situations, me about
students acted out maintaining an
because of a deeper effective learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
underlying issue, like environment.
a student who would 10-25-19
put his head down
the table if something
didn’t go exactly as
he wished. This was
related to
deep-rooted issues,
and rather than
address his behavior
directly we are
working to help him
build his self-esteem
and flexible thinking
through regular
routines and
structures. 7/20/19

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. 7/20/19 activities and closure. instructional time.
time to optimize 10-25-19
learning Some students complete Students complete Students use their Students monitor their
learning activities in time learning activities and, as Students participate in instructional time to own time, are engaged in
allotted. needed, may receive and complete a variety of engage in and complete accomplishing learning
some adjustments of time learning activities in the learning activities and are goals, and participate in
allotted for tasks or time allotted with options prepared for the next reflection,
expectations for for extension and review. sequence of instruction. self-assessment, and goal
completion. 7/20/19 ​10-25-19 setting. 4/12/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am aware of which Students complete I have grown a lot
learning activities diverse learning with understanding
will take longer for assignments such as the pacing of classes
different students summaries, and recognizing
and plan accordingly. document analysis, where to adapt
I structure in map creation, short activities and where
transitions to help story and comic to hold students to a
students connect writing, dialectical firm expectation. My
concepts and lessons, journals, book English 11 students
including regular discussions, and choose their
review and student more. When more assessments and use
Evidence
reflection. 7/20/19 time is needed, most a tracking sheet to
students ask in monitor their
person or via email progress toward
for an extension and their goals. My
are granted it. seniors manage their
Students use reading schedules
Homework Cafe time and, with some
and complete any guidance from me,
remaining work at establish their
home. 7/20/19 project agendas.
4/12/20