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
Seeks to understand awareness to develop a taking leadership in
cultural perceptions of positive classroom developing a caring
Promoting social
caring community. climate. 9/26/17 community that is Students take leadership
Development and
responsive to the diverse in resolving conflict and
responsibility within
Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
a caring community
responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
where each student
classroom community. building activities, accepting, and respectful 5/10/18 12/6/18 community where
is treated fairly and
designed to promote of differences. 5/1/19 student’s home culture is
respectfully
caring, fairness, and included and valued.
respect. 9/26/17 Students take Students communicate
responsibility resolving with empathy and
conflicts and maintaining understanding in
a caring classroom interactions with one
community. Students another.
promote respect and
appreciation for
differences. 5/10/18
12/16/18 5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
My students participate I make sure to model the I use restorative justice
in community circles behaviors that I expect and PBIS (positive
where they each have a from my students. I talk behavior intervention
turn to talk about how with my students often systems) along with
they feel. We also talk about what it means to be character counts pillars in
about being respectful to respectful. I also teach my order to develop a shared
each other by listening to students how to resolve responsibility for
one another. I model conflicts by talking with resolving conflict and
being caring by the person they are creating and maintaining
responding to what having problems with a caring classroom
students are sharing in a first. Also we go over community. I use WITC
positive way. 9/26/17 classroom rules and (world in the classroom)
expectations often and books to introduce my
these rules and students to different
expectations are posted cultures and diversity to
Evidence in the classroom for show them that we need
student reference. to be caring to each other
9/26/17 and all people no matter
where they come from or
who they are. 5/10/18
Students use RJ circles
and other strategies to
talk out their problems
and resolve conflicts.
They also learn through
the six character pillars to
be caring, respectful,
responsible, trustworthy,
fair, and good citizens.
5/10/18 12/6/18
5/1/19
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. 9/26/17 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 5/10/18 learning and reflect
interaction between lessons or sequence of structures for interaction 12/6/18 5/1/19 diversity within and
students can support lessons to support during learning activities beyond the classroom.
Creating physical or learning. student learning. that ensures a focus on Integrates a variety of
virtual learning and completion of structures for interaction Selects from a repertoire
environments that learning tasks. that engage students of structures for
promote student 9/26/17 5/10/18 constructively and interaction to ensure
learning, reflect productively in learning. accelerated learning for
diversity, and 12/6/18 5/1/19 the full range of students.
encourage Some students use Students use resources
constructive and available resources in provided in learning Students use a variety of Students participate in
productive learning environments environments and resources in learning Students routinely use a monitoring and changing
interactions among during instruction. interact with each other environments and range of resources in the design of learning
students to understand and interact in ways that learning environments environments and
complete learning tasks in deepen their that relate to and enhance structures for
single lessons or sequence understanding of the instruction and reflect interactions.
of lessons. content and develop their diversity.
constructive social and Students share in
academic interactions. monitoring and
9/26/17 5/10/18 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.12/6/18
5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
In my classroom I have I display many things in
various resources for my classroom for
students to use for students to use and to
learning these include maintain an effective
books, workbooks, learning environment. For
manipulatives, crayons, each unit I have chants,
pencils, scissors, glue, draw and labels,
paper, computers. I also vocabulary in context,
display student work on sentence patterning chart,
the walls and I have their living wall, and student
names written in various writing displayed in the
areas of the room. classroom. I also post
9/26/17 strategies for writing and
problem solving that
In my classroom there are students can use.
3 different areas that I use 5/10/18 12/6/18
for instructional time. The 5/1/19
Evidence
first area are the student
tables where they sit for I use a variety of different
whole class work and for structures for interaction
collaborating with their with my students. I use
teams on projects. The SEAL strategies such as
second area is the carpet draw and labels,
area where the students vocabulary in context,
come together for whole sentence patterning chart,
class instruction when cooperative strip
they do not need to write paragraph, and chants.
anything down. The third 12/6/18
area is the center tables 5/1/19
where the students come
during small group
instruction and they
rotate from table to table.
9/26/17 5/10/18
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 5/1/19 emotional environment
as they arise. 9/26/17 5/10/18 in the learning focused on high quality
environment and and rigorous learning.
curriculum. 12/6/18
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. 9/26/17 develop resiliency and to intellectual and
are physically,
5/10/18 support intellectual and emotional safety in the
intellectually, and
emotional safety. classroom. Students demonstrate
emotionally safe
Students are aware of 12/6/18 5/1/19 resiliency in perseverance
required safety for academic
procedures and the Students follow teacher achievement.
school and classroom guidance regarding Students take risks, offer Students develop and Students maintain
rational for maintaining potential safety issues for opinions, and share practice resiliency skills intellectual and emotional
safety. self or others. 9/26/17 alternative perspectives and strategies to strive for safety for themselves and
5/10/18 12/6/18 academic achievement, others in the classroom.
and establish intellectual
and emotional safety in
the classroom.
5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I always want to make I make sure that my I use circle time in my
sure that my students are classroom is a safe place classroom to discuss
safe in my classroom both intellectually and social skills and positive
physically, intellectually physically for my resolutions to problems
and emotionally. I make students. I teach my they might have. I teach
sure that all of my students about being my students how to
materials are stored respectful to one another resolve their problems by
safely in the classroom and the materials and talking it out.
and I make sure that my resources that they use. 5/1/19
students can move about We have a circle every
in my classroom safely. Friday where students My students know that
Evidence My students know what can share what they are my classroom is a safe
behaviors are expected in feeling without fear of place where they will be
the classroom to keep judgement or being listened to and where
them safe such as no laughed at. 12/6/18 they are respected and
running. I make sure that where they will show
each student feels safe respect as well.
sharing their ideas and 5/1/19
that everyone is
respectful of others and
their ideas. 9/26/17
5/10/18

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
students 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.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. 9/26/17 address achievement in meeting high differentiated strategies
gaps. 5/10/18 expectations for to meet high expectations.
12/6/18 achievement.
Some students ask for Some individuals and 5/1/19 Students take
teacher support to groups of students work Students engage in a responsibility to fully
understand or complete with the teacher to variety of differentiated Students actively use utilize teacher and peer
learning tasks. support accuracy and supports and challenges supports and challenges support, to achieve
comprehension in their in ways that promote to complete critical consistently high levels of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning. 9/26/17 their accuracy, analysis, reading, writing, higher factual and analytical
and problem solving in order thinking, and learning.
learning. 5/10/18 problem solving across
12/6/18 subject matter.
5/1/19
I maintain high I maintain high I maintain high
expectations for all of my expectations for all of my expectations for all of my
students, but I make sure students, but I make sure students, but I make sure
to include appropriate to include appropriate to include appropriate
scaffolds in my lessons to scaffolds in my lessons to scaffolds in my lessons to
ensure that my English ensure that my English ensure that my English
language learners can language learners can language learners can
participate fully to be participate fully to be participate fully to be
successful. I make sure successful. I make sure successful. I make sure
that my students are that my students are that my students are
working towards and working towards and working towards and
meeting their learning meeting their learning meeting their learning
goals by monitoring and goals by monitoring and goals by monitoring and
Evidence assessing as needed. assessing as needed. assessing as needed.
9/26/17 Some of the different 5/1/19
types of scaffolds I use are
different levels of
sentence frames,
adjusting the pacing of
small group lessons, and
using picture file cards to
show what different
things are that the
students might not know
without seeing it.
5/10/18 12/6/18

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. 9/26/17 behavior. 5/10/18 across learning activities. standards for individual
12/6/18 and group behaviors.
Refers to standards for Reviews standards for Utilizes routine 5/1/19
behavior and applies behavior with students in references to standards Guides and supports
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
consequences as needed. single lessons or for behavior prior and students to self-assess,
sequence of lessons in during individual and monitor, and set goals for
anticipation of need for group work. 5/10/18 individual and group
reinforcement. 9/26/17 behavior and
participation. 12/6/18
Students are aware of Students know Students follow behavior 5/1/19 Students demonstrate
classroom rules and expectations for behavior expectations, accept positive behavior,
consequences. and consequences and consequences and Students respond to consistent participation
respond to guidance in increase positive individual and group and are valued for their
following them. 9/26/17 behaviors. 5/10/18 behaviors and encourage unique identities.
and support each other to
make improvements.
12/6/18
I teach and model the In my classroom I make I have set rules,
correct behavior in social sure that the rules and expectations, routines
situations for my expectations are known and procedures in my
students. I do this by to the students right classroom. Students know
using T-Charts for social away. We have routines all of these and we
skills where we talk about and procedures for practice them daily.
a certain behavior such as everything that we do and Students are also aware
partner talk and we every student learns of consequences for not
discuss what it looks like these behaviors form the following the rules and
and what it sounds like. I beginning. I make sure to procedures. I use PBIS,
write down all the ideas acknowledge positive Positive Behavior
that the students come up behavior in front of the Intervention System in
Evidence with, with sketches for whole class so that they my classroom and I
comprehension. We can see what the behavior acknowledge positive
revisit the charts often to looks like and it makes behaviors that I see and
add to them and so that those students feel good praise positive behavior
students remember the when getting positive in front of the whole class
behaviors. 9/26/17 feedback. This increases so everyone can know
the likely hood that more what the behavior is. My
students will follow the students tell each other
behavior to also get the good job or way to go to
positive feedback. encourage each other.
5/10/18 12/6/18
5/1/19

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
9/26/17 5/10/18 builds on student integrates school
strengths. 12/6/18 standards and culturally
Seeks to promote positive Provides positive 5/1/19 relevant norms.
Responds to disruptive behaviors and responds behavior supports.
behavior. to disruptive behavior. Responds appropriately Promotes positive Promotes positive
to behaviors in ways that behaviors and behaviors and establishes
lessen disruptions to the consistently prevents or preventions and a positive
learning climate. refocuses behaviors classroom climate that
to ensure a climate in
Students participate in disruptive to the learning eliminate most disruptive
which all students
routines, procedures, and climate. 12/6/18 behavior.
can learn
norms and receive 5/1/19
reinforcement for positive
Students are aware of Students receive behaviors. 9/26/17
procedures, routines, and correction for behavior 5/10/18 Students share
classroom norms. that interferes with responsibility with
learning, and positive Students receive timely Students are involved in teacher for managing and
reinforcement in and effective feedback assessment and maintaining a positive
following routines, and consequences for monitoring of routines, classroom climate that
procedures, and norms. behaviors that interfere procedures, and norms in promotes learning.
with learning. ways that improve the
9/26/17 5/10/18 learning climate. 12/6/18
5/1/19
Evidence I have developed routines I have set rules,
and procedures that are expectations, routines
consistent and easy for and procedures in my
my students to follow. To classroom. Students know
ensure that my students all of these and we
are following procedures practice them daily.
I make it a point to Students are also aware
acknowledge those of consequences for not
students who I see following the rules and
modeling the correct procedures. I use PBIS,
behavior. Also my Positive Behavior
students are aware of my Intervention System in
expectations and the my classroom and I
consequences for acknowledge positive
disruptive behavior, so behaviors that I see and
that when the disruptive praise positive behavior
behavior occurs I can take in front of the whole class
care of it in a way that so everyone can know
lessens the disruption. what the behavior is. My
9/26/17 5/10/18 students tell each other
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
good job or way to go to
encourage each other.
12/6/18
5/1/19

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 5/1/19
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.
Using instructional 9/26/17 5/10/18 12/6/18
time to optimize Some students complete Students complete
learning learning activities in time learning activities and, as Students participate in Students use their Students monitor their
allotted. needed, may receive some and complete a variety of instructional time to own time, are engaged in
adjustments of time learning activities in the engage in and complete accomplishing learning
allotted for tasks or time allotted with options learning activities and are goals, and participate in
expectations for for extension and review. prepared for the next reflection, self-
completion. 9/26/17 sequence of instruction. assessment, and goal
5/10/18 12/6/18 setting.
5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make sure that my I make sure that my I use the projector and
procedures are in place lessons are prepared with doc camera so I can model
and go smoothly to the time we have to what students should be
ensure that students are complete them in mind. doing and they can follow
using the appropriate During small group along with me. Using doc
amount of time for each instruction I make sure camera and student work.
activity with the least that each round of centers ISTE Standard - 5a.
amount of time taken for are run for the same Educator as Designer: I
transitions. For my amount of time using a use technology to create
centers my students timer. Students know that adapt and personalize
know where to line up for when the timer goes off learning experiences that
Evidence centers before they start they are to clean up and foster independent
and where to line up line up for the next center. learning and
when they are done. They I also make sure that accommodate learner
know that when they hear students are aware of differences and needs.
the bell ring it is time to transitions and are ready 5/1/19
clean up get on their line for what is coming next.
and get ready to move to 5/10/18
the next center. I say 123 12/6/18
line and they move to the
next center. I say 123 sit
and they sit down and get
to work. 9/26/17