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.
We have community
meetings where students
reflect on what is going
well by complimenting
the community, and bring
up concerns by writing in
a classroom community
book. Then, students
brainstorm solutions
together and vote on
Evidence solutions to the problem.
I facilitate
implementation of the
solutions. All students are
encouraged to voice what
isn’t working for them in
the classroom, and all
students are given a voice
in solving problems.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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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
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and productively in learning. interaction to ensure
encourage accelerated learning for
constructive and Students routinely use a the full range of students.
productive Some students use Students use resources Students use a variety of range of resources in
interactions among available resources in provided in learning resources in learning learning environments Students participate in
students learning environments environments and environments and that relate to and enhance monitoring and changing
during instruction. interact with each other interact in ways that instruction and reflect the design of learning
to understand and deepen their their diversity. environments and
complete learning tasks in understanding of the Students share in structures for
single lessons or content and develop monitoring and interactions.
sequence of lessons. constructive social and assessment of
academic interactions. interactions to improve
effectiveness and develop
a positive culture for
learning.
My classroom starts as a
blank slate in the
beginning of the year, and
is filled with posters and
signs created by my
students throughout the
Evidence year. As a community, we
decide together how to
adjust the setup to suit
their everyone’s needs.
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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 Engages in reflection on focused on high quality
Establishing and environment and their own language and and rigorous learning.
maintaining learning curriculum. behavior that contributes
environments that Explores strategies to to intellectual and
are physically, establish intellectual and Models and provides emotional safety in the
intellectually, and emotional safety in the instruction on skills that classroom.
emotionally safe classroom. develop resiliency and
support intellectual and Students develop and Students demonstrate
emotional safety. practice resiliency skills resiliency in
Students are aware of and strategies to strive perseverance for
required safety Students follow teacher for academic academic achievement.
procedures and the guidance regarding Students take risks, offer achievement, and Students maintain
school and classroom potential safety issues for opinions, and share establish intellectual and intellectual and emotional
rational for maintaining self or others. alternative perspectives emotional safety in the safety for themselves and
safety. classroom. others in the classroom.
Our classroom “rules” in
my classroom are
agreements which the
students create and
adjust through the year.
We learn about the
Fantastic Elastic Brain
and students challenge
themselves to stretch
their brain rubber bands
Evidence to achieve their best.
Growth mindset is
integrated into every
conversation and all
instruction to encourage
students to take risks in
their learning.
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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
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
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. problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Multimodal instruction is Through explicit
utilized including videos, multimodal instruction, I
oral instruction, hands-on teach my students
activities, kinesthetic strategies that can be
activities, and pictures. applied to their learning
Expectations are modeled in a variety of contexts.
and students utilize We use a “Must Do, May
classroom resources, Do” board, which gives
their peers, and teacher students a menu of
Evidence support to push options to choose from to
themselves to do their show their learning. They
best work. Scaffolds are have the opportunity to
put in place to support choose challenge
students to reach their assignments or simplified
potential. 7/11/23 versions, and go big or go
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the strategies available.
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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 demonstrate
Students are aware of Students know Students follow behavior Students respond to positive behavior,
classroom rules and expectations for behavior expectations, accept individual and group consistent participation
consequences. and consequences and consequences and behaviors and encourage and are valued for their
respond to guidance in increase positive and support each other to unique identities.
following them. behaviors. make improvements.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Weekly community
meetings provide a venue
for students to take an
active role in promoting
and maintaining high
standards for themselves
and their classmates.
Students are held
accountable for being
positive members of the
community by the
teacher and their peers.
Evidence Students are encouraged
to share about
themselves in morning
meetings and celebrated
in their identities.
Students learn to value
what makes themselves
and others unique, rather
than to compete or judge.
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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
Employing classroom
involvement. development and Maintains a quality on maximizing learning.
routines, procedures,
monitoring of norms. learning climate that Classroom climate
norms, and supports
builds on student integrates school
for positive behavior
strengths. standards and culturally
to ensure a climate in
Seeks to promote positive Provides positive relevant norms.
which all students
Responds to disruptive behaviors and responds behavior supports. Promotes positive
can learn
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. learning climate. promotes learning.

Our schools Schoolwide

Learning Expectations are
reviewed and discussed
daily. These focus largely
on character building. We
look for examples of
characters in books being
good examples of moral
character, we celebrate it
in the classroom, and we
discuss and model how to
do it better. We also
discuss as a group when
our invisible misbehaved
student, “Bob”, shows us
what not to do, and
discuss what Bob could
Evidence have done instead. If a
routine or procedure isn’t
working for the kids, they
have multiple avenues to
bring it up to me, and I
always follow through by
discussing with the class
and coming up with a
solution, so they know
their concerns are heard
and they feel valued and
seen.
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Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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 learning activities in the engage in and complete accomplishing learning
some 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
My classroom focuses on
quality, not speed, so
teaching time
management is not at the
forefront. If students need
more time to complete a
task because they are
deeply engaged in it, that
time is created for them.
For students who finish
early, we work together
to go deeper into the
assignment, or they are
given an extension
activity to challenge
them. I adjust the pace of
Evidence my instruction based on
the academic needs of my
students as well as their
interests. If they are
passionate about a topic, I
will adjust my curriculum
pacing to allow us to dive
deeper into that topic
together. If we are having
a fantastic discussion in
history, I’ll adjust the
schedule so we don’t have
to cut it off. Student
learning leads.
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