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. 7/16/22 community that is Students take leadership
a caring community 12/9/22 responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community identities of all students. respectful classroom
respectfully classroom community. building activities, Students demonstrate community where
designed to promote efforts to be positive, Students take student’s home culture is
caring, fairness, and accepting, and respectful responsibility resolving included and valued.
respect. 7/16/22 of differences. conflicts and maintaining Students communicate
12/9/22 a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences. 3/21/23
PE is designed around The success of classroom Classroom norms are
group activities. Students climate revolves around created with students. I
rarely participate in student interactions. want students to create
individual activities. Reinforcing positive classroom norms because
7/16/22 interactions helps create they are given more
12/9/22 a good environment. opportunities to show
7/16/22 leadership and create a
12/9/22 positive classroom
environment. 3/21/23
Evidence
Because students created
classroom norms, they
created the classroom
environment. They
promote their own
respect. 3/21/23
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 environments Adapts physical and/or
virtual learning environments that reflect that reflect student diversity and
importance of the provides a broad range of environments flexibly to
physical and/or virtual environments that support student diversity and resources, displays, and artifacts facilitate access to a wide
student learning. provide a range of resources that are current and integral to
learning environments range of resources that
7/16/22 for learning. instruction.
that support student 12/9/22
engage students in
learning. Utilizes a variety of Integrates a variety of structures learning. Ensures that
Creating physical or for interaction that engage environments enhance
structures for interaction students constructively and
virtual learning Is aware that structured during learning activities productively in learning. learning and reflect
environments that interaction between Structures for interaction are that ensures a focus on and diversity within and
promote student students can support taught in single lessons or completion of learning tasks. Students routinely use a range of beyond the classroom.
sequence of lessons to resources in learning
learning, reflect learning. 7/16/22 environments that relate to and
diversity, and 12/9/22 support student learning. enhance instruction and reflect Selects from a repertoire
encourage their diversity. of structures for
Students share in monitoring and
constructive and Students use resources Students use a variety of assessment of interactions to interaction to ensure
productive provided in learning resources in learning improve effectiveness and develop accelerated learning for
interactions among a positive culture for learning. the full range of students.
environments and interact environments and interact in
students with each other to ways that deepen their
understand and complete understanding of the content Students participate in
Some students use learning tasks in single and develop constructive monitoring and changing
available resources in lessons or sequence of social and academic the design of learning
learning environments lessons. interactions. 3/21/23 environments and
7/16/22
during instruction. structures for
12/9/22
7/16/22 interactions.

I use different Lessons are student

instructional strategies based. Each lesson is
to support student designed and created for
learning. 7/16/22 student success. 3/21/23
12/9/22
Evidence Students are given
Students use all resources for each unit to
resources provided be successful. Some
during instruction. student have different
7/16/22 resources than other
12/9/22 students. 3/21/23
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. 7/16/22 in the learning focused on high quality
12/9/22 environment and and rigorous learning.
curriculum. 3/21/23 Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students develop and perseverance for
procedures and the Students follow teacher Students take risks, offer practice resiliency skills academic achievement.
school and classroom guidance regarding opinions, and share and strategies to strive Students maintain
rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional
safety. self or others. 3/21/23 achievement, and safety for themselves and
7/16/22 establish intellectual and others in the classroom.
12/9/22 emotional safety in the
classroom.
Every lesson includes Every unit has safety
safety measures if rules and regulations
needed. 7/16/22 that are addressed at
12/9/22 the beginning of the
unit. If anything else
occurs, adjustments
Students follow are made. 3/21/23
Evidence safety guidelines.
7/16/22 Students share
12/9/22 experiences of unit.
3/21/23
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
7/16/22 gaps. 3/21/23 expectations for to meet high
support for all
12/9/22 achievement. expectations.
students
Some students ask for Students engage in a
teacher support to Some individuals and variety of differentiated Students actively use Students take
understand or complete groups of students work supports and challenges supports and challenges responsibility to fully
learning tasks. with the teacher to in ways that promote to complete critical utilize teacher and peer
support accuracy and their accuracy, analysis, reading, writing, higher support, to achieve
comprehension in their and problem solving in order thinking, and consistently high levels of
learning. 7/16/22 learning. problem solving across factual and analytical
12/9/22 3/21/23 subject matter. learning.

I create lessons that Every lesson builds

include many off the previous
different goals and lesson. Students
expectations. learn and grow at a
Students are aware of pace that is student-
learning goals and based. 3/21/23
work with the
Evidence instructor to achieve
these goals. 7/16/22
12/9/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 7/16/22 behavior. across learning activities. standards for individual
12/9/22 3/21/23 and group behaviors.
Developing,
communicating, and Refers to standards for Reviews standards for Utilizes routine
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. 7/16/22 individual and group
behavior
reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior 12/9/22 3/21/23 Students demonstrate
classroom rules and expectations for behavior expectations, accept Students respond to positive behavior,
consequences. and consequences and consequences and individual and group consistent participation
respond to guidance in increase positive behaviors and encourage and are valued for their
following them. behaviors. 7/16/22 and support each other to unique identities.
make improvements.
12/9/22 3/21/23
Class expectations Students know Students are required
to set personal and
are created and routine and class class goals for the
implemented. expectations. year. Students
7/16/22 7/16/22 complete self-
assessments at the end
of every unit to see if
they are in progress of
completing their goals
for the year. Educator
holds students
Evidence accountable by having
students self / peer
assess at the end of
each unit.
12/9/22 3/21/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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. 7/16/22 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
12/9/22 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports 7/16/22 to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior lessen disruptions to the refocuses behaviors preventions and a
to 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 3/21/23
reinforcement for
Students are aware of Students receive positive behaviors.
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. 12/9/22 classroom climate that
7/16/22 promotes learning.
3/21/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
There is a daily Students receive This school year, I have
added "Weekly Norms"
Classroom norms are
routine for students immediate feedback to my classroom norms. established during
at the beginning and for behaviors that Each Monday, we go
over a new norm that
the first month of
end of class. 7/16/22 interfere with we collectively want to school. Students
student learning. incorporate into the
class. For example, one
know the
Within the last year, I 7/16/22 of the new weekly expectations of the
Evidence have not had class norms is to have good
sportsmanship by
course. 3/21/23
rules but have complimenting someone
started to develop on the winning team.
This has helped create
class expectations to a more positive
promote more classroom environment.
12/9/22
positive behaviors.
7/16/22
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
lessons. 7/16/22 activities and closure. instructional time.
Using instructional 3/21/23
time to optimize Some students complete Students participate in Students monitor their
learning learning activities in time Students complete and complete a variety of Students use their own time, are engaged in
allotted. learning activities and, as learning activities in the instructional time to accomplishing learning
needed, may receive time allotted with options engage in and complete goals, and participate in
some adjustments of time for extension and review. learning activities and are reflection, self-
allotted for tasks or 12/9/22 3/21/23 prepared for the next assessment, and goal
expectations for sequence of instruction. setting.
completion.
7/16/22

Instruction is based  Educator creates In the volley tennis

lessons that have
around students. If "checking for unit, I was able to
more or less time is understanding" make change
needed, lesson plans throughout the entire instruction based
lesson. Educator
will be adjusted. makes sure that each around informal
7/16/22 new unit is designed assessment. Some
based around the
success of each
days we were behind
s t u d e n t .   12/9/22
and some days we
Students receive 3/21/23 were ahead.
Evidence adjustments based However, I was able
on individual success. to adjust based on
7/16/22 ongoing assessment.
3/21/23