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 10/21/2020
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
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful 7/9/2020 respectful classroom
designed to promote of differences. 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.10/21/2020
differences. 7/9/2020
I REALLY FEEL TO
Students are regularly PROMOTE FAIRNESS
encouraged to support AND RESPECT IN MY
and help each other. CLASSROOM, I HAVE
During homeroom we BEEN USING A TOOL
have conversations about CALLED THE WHEEL OF
bullying, helping others, NAMES TO EQUALIZE
and how to disagree STUDENT RESPONSE
respectfully.7/9/2020 OPPORTUNITIES. I WANT
TO ENSURE THAT EACH
Evidence
STUDENT IS VALUED
AND I AM NOT ONLY
CALLING ON THE SAME
STUDENTS THAT
VOLUNTEER EACH DAY.
I EXPLAIN TO MY CLASS
THAT WE WANT TO
TREAT AND INVOLVE
EVERYONE AND TO
MAKE IT FAIR WE USE
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
THE WHEEL OF NAMES.
10/21/2020
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 Develops physical Maintains physical Adapts physical and/or
importance of the and/or virtual learning environments that environments that environments flexibly to facilitate
physical and/or virtual environments that reflect student diversity reflect student diversity access to a wide range of resources
learning environments support student and provide a range of and provides a broad that engage students in learning.
that support student learning. resources for learning. range of resources, Ensures that environments
learning. displays, and artifacts enhance learning and reflect
Utilizes a variety of that are current and diversity within and beyond the
Is aware that structured Structures for structures for integral to instruction. classroom.
interaction between interaction are taught in interaction during 7-9-2020
students can support single lessons or learning activities that Selects from a repertoire of
Creating physical learning. sequence of lessons to ensures a focus on and structures for interaction to ensure
or virtual learning Integrates a variety of
support student completion of learning structures for accelerated learning for the full
environments that learning. tasks..7-9-2020 range of students.
promote student interaction that engage
learning, reflect students constructively
and productively in Students participate in monitoring
diversity, and and changing the design of learning
encourage learning.
Some students use environments and structures for
constructive and available resources in Students use a variety of interactions. 10/21/2020
productive learning environments Students use resources resources in learning
interactions among Students routinely use a
during instruction. provided in learning environments and range of resources in
students environments and interact in ways that learning environments
interact with each other deepen their that relate to and
to understand and understanding of the enhance instruction and
complete learning tasks content and develop reflect their diversity.
in single lessons or constructive social and Students share in
sequence of lessons. academic interactions. monitoring and
7-9-2020 assessment of
interactions to improve
effectiveness and
develop a positive
culture for learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In my all-virtual HERE YOU CAN SEE I ASK MY
environment, I STUDENTS TO PICK TWO
create an engaging WAY IN WHICH THEY WILL
space that allows PARTICIPATE. I
opportunity for all UNDERSTAND THAT ALL
students to STUDENT WILL WANT TO
participate and INTERACT AND ENGAGE
share. 7-9-2020 DURING OUR LESSON IN
Evidence
DIFFERENT WAYS. AND
USING THIS STRATEGY THIS
ALLOWS MY STUDENTS TO
DECIDE WHAT WORKS BEST
FOR THEM. AND KEEPING
THEM RESPONSIBLE FOR
THEIR
PARTICIPATION.10/21/2020
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. 7-9-2020 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.
curriculum. Engages in reflection on April 2021
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. 7-9-2020
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. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the April 2021
classroom.7-9-2020
To ensure students
I work with students actively participate
in math and role- during my lessons I
playing scenarios in rely on the chat tool
which I offer and poling tools.
students a chance to Making sure to keep
teach the class and track of what they
Evidence see concrete ways to are sharing. They
help others. Students understand that they
that do not get an must stay on topic,
answer correct the encourage others to
first time understand share and cheer on
that this is part of their fellow students.
learning and answers It has been
will not always be established since the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
correct in this beginning of the
process. 7-9-2020 school year what
they expectations are
when participating
and how to treat one
another.April 2021

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. 7-9-2020 address achievement in meeting high differentiated strategies
and appropriate
gaps. 10/20/2020 expectations for to meet high
support for all
achievement. April 2021 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. 7-9-2020 problem solving across factual and analytical
subject matter. April learning.
2021
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I strive for a rigorous I began to look over We recently
learning student data and completed our Secret
environment with decided to make sure Garden unit. As extra
high expectations to offer additional support for the
however, I do find support classes. This students that need it
this difficult at times. is to support those I make the audio
This can particularly students that need it book version
difficult when trying in order to meet available in their ELA
to make the grade level course
curriculum accessible standards. This is for announcements. I
to students working those students that also included notes
well below grade scored below grade and Standard 2 CSTP:
level. 7-9-2020 level on their i_ready Creating and
tests.10/20/2020 Maintaining Effective
Environments for
Student Learning
academic support
Evidence
sessions on order to
have the support
they need to meet
grade level
standards. Spring
2019 requirements
for students to write
their summary on the
book and a book
review essay. These
are notes, the
students work on
together during their
class connect
sessions. Not
something I made up
for them. April 2021

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
7-9-2020 and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine March 2021
communicating, and behavior and applies behavior with students in references to standards Guides and supports
maintaining consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for sequence of lessons in during individual and monitor, and set goals for
individual and group anticipation of need for group work. individual and group
behavior reinforcement. behavior and
participation. 7-9-2020
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept Students respond to Students demonstrate
consequences. and consequences and consequences and individual and group positive behavior,
respond to guidance in increase positive behaviors and encourage consistent participation
following them. behaviors. and support each other to and are valued for their
make improvements. unique identities. 7-9-
2020

SINCE WE NOW ARE

I work to ensure that IN NEWROW AND
all students feel NO LONGER IN
comfortable and safe BLACKBOARD. EACH
in my classroom. I STUDENT IS HELD
hold high TO HIGH
expectations for my STANDARDS DURING
students’ behavior OUR WHOLE CLASS
and use positive IN ORDER TO EARN
Evidence
reinforcement GROUP WORK TIME
consistently. 7-9- VIA BREAKOUT
2020 ROOMS. THEY ARE
HELD
ACCOUNTABLE
DURING WHOLE
CLASS INSTRUCTION
BASED ON
PARTICIPATION,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
WHICH INCLUDES
BUT IS NOT LIMITED
TO ANSWERING
QUESTIONS
VERBALLY OR
THROUGH THE CHAT
FEATURE.
ADDITIONALLY,
WHILE IN
BREAKOUT ROOMS,
STUDENTS ARE TO
HOLD EACH OTHER
ACCOUNTABLE BY
REACHING OUT TO
ME IMMEDIATELY IF
ONE OF THEIR
FELLOW
CLASSMATES IS OFF
TASK. IF I RECEIVE A
FLAG FROM MORE
THAN ONE
STUDENT, THE
CLASS AS WHOLE
LOSES THEIR
PRIVILEGE OF
BREAKOUT ROOMS
FOR THE DAY. HERE
IS AN EXAMPLE OF A
BREAKOUT ROOM
ACTIVITY.

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. 7-9-2020 standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive 10/21/2020
behavior. to disruptive behavior. Responds appropriately behaviors and
to behaviors in ways that consistently prevents or Promotes positive
lessen disruptions to the refocuses behaviors behaviors and establishes
learning climate. disruptive to the learning preventions and a
Students participate in climate. positive classroom
routines, procedures, and climate that eliminate
norms and receive most disruptive behavior.
reinforcement for 7-9-2020 /
Students are aware of Students receive positive behaviors. 10/21/2020
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
learning, and positive and effective feedback monitoring of routines, responsibility with
reinforcement in and consequences for procedures, and norms in teacher for managing and
following routines, behaviors that interfere ways that improve the maintaining a positive
procedures, and norms. with learning. learning climate. 7-9- classroom climate that
2020 promotes learning.
10/21/2020
I work to model and
Students work to create opportunities
create a positive for peer praise and
learning suggestions. Students
environment for each promote an
other. They self- environment in
Evidence assess and help which all students
support each other. feel safe and valued.
7-9-2020 7-9-2020

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning 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 10/21/2020
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. 7-9-
2020
Some students complete Students complete Students participate in
learning activities in time learning activities and, as and complete a variety of Students use their Students monitor their
allotted. needed, may receive learning activities in the instructional time to own time, are engaged in
some adjustments of time time allotted with options engage in and complete accomplishing learning
allotted for tasks or for extension and review. learning activities and are goals, and participate in
expectations for prepared for the next reflection, self-
completion. sequence of instruction. assessment, and goal
setting. March 2021
7-9-2020

WHEN I NEED TO
I consistently COLLECT ANY WORK
monitor time and set FROM STUDENTS, I
timers as students HAVE A SLIDE
complete work. I ASKING CERTAIN
encourage students STUDENTS TO STAY
to develop a work BEHIND. I ASK
schedule with their THEM VERY
learning coaches and SPECIFICALLY WHY
monitor their own IT IS NOT
schedule as well. 7-9- COMPLETED. WE
2020 SET A LEARNING
Evidence
GOAL REGARDING
THIS ASSIGNMENT
THAT ALLOWS
THEM TO SELF-
ASSESSMENT WHY.

WHEN STUDENTS
LOG INTO THEIR
CLASS CONNECT
SESSIONS, THEY
HAVE A WARM-UP
QUESTION THE
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
NEED TO ANSWER
BASED THE
CONTENT LEARNED
THE DAY BEFORE. I
ALSO PROVIDE NEW
CONTENT BY FRONT
LOADING THROUGH
A VIDEO. I
NORMALLY USE
SAFEYOUTUBE TO
ENSURE NO
COMMERICALS ARE
SHOWN AND THAT
IT IS SAFE,
HOWEVER WITH
NEWROW I NO
LONGER NEED TO
DO THAT. IF I SEE
STUDENTS ARE
STRUGGLING WHEN
THEY PROVIDE AN
EXIT TICKET, I SEND
THEM OTHER
ADDITIONAL
RESOURCES THAT
THEY CAN DO
THROUGH
ASYNCHRONOUS
INSTRUCTION.