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.
Student ideas and Teacher models Teacher is aware,
responses are fairness and respect; knowledgeable, and
accepted and valued Teacher uses student respectful about the
Teacher provides names; “please” and cultural diversity in
opportunities for all “thank you” the classroom;
students to Multiple viewpoints Teacher mentions
participate in are encouraged and specific culture
activities and accepted norms and the
Evidence discussions; Students share impact this has on
individual responsibility for planning and
whiteboards are used maintaining a instruction
for guided positive classroom Teacher ensures that
practice9/21 climate5/22 all students have the
&12/22 materials they need
to be successful in
the learning activities
04/23
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 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
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students are Evidence: classroom
encouraged to build settings:  I set up the
classroom with students'
on each other’s ideas projects, paints,
Teacher provides handcrafts and
strategic activities assignments that all
Evidence that develop each students can feel valued
student’s willingness and highlighted in class.
Also, I attach daily used
and ability to work and frequently used
independently and vocabulary on the wall for
with others them to make
9/21&5/22 conversation and answer
questions as reference.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Here's a short video of my
classroom
setting:   classroom
12/22&04/23
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. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
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.
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
classroom.
Clear expectations Materials are stored Evidence: vocabulary
for being a polite safely in the bank:  I set up the
classroom with students'
audience are classroom (scissors, projects, paints,
communicated other share objects, handcrafts and
before present their chemicals, assignments that all
work to peers and/or backpacks…) students can feel valued
other audiences9/21 Teacher models and and highlighted in class.
Also, I attach daily used
Evidence teaches constructive and frequently used
ways to agree and vocabulary on the wall for
disagree; language them to make
stems are provided conversation and answer
and used by students questions as reference. I
create a virtual vocab
(“I understand what bank that I put the list on
you are saying, but I the left side of my screen
disagree for the occupying 20% of my
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
following screen, so that I use 80%
reasons…”)5/22 to show my presentation.
As a result, when they
listen to my question or
answer by themselves,
they can use it as their
reference. Moreover, I
create a “changeable
today’s vocab bank”
which only shows the
words I use in a
particular lesson.
Students can not only
learn new words from my
presentation, they also
have a chance to review
them from the virtual
vocab bank.
 It is not only useful for
them, but I also can move
my cursor on the vocab
bank to give them a hint
when they are in trouble
answering questions. 
12/22 &04/23

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. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
achievement. expectations.
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.

Teacher maintains Teacher maintains Teacher has high

high expectations for high expectations for expectations for all
English learners English learners students
while providing the while providing the Teacher believes,
needed scaffolding needed scaffolding models and
that leads to that leads to communicates the
academic academic success expectation that all
success9/21 Learning students can learn
Evidence
expectations are high 04/23
for all students, but
the teacher scaffolds
the lesson to ensure
that the English
Learners can
participate
fully5/22&12/22

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 responsive expectations, positive environment using
maintaining for individual and group involvement. instruction to develop and supports, and systems that ensure
high standards for behavior. Communicates, models maintain high standards for consequences for students take an active
individual and group and explains individual and group behavior. individual and group role in monitoring and
behavior expectations for behavior within and maintaining high
individual and group Utilizes routine references to across learning standards for individual
behavior. standards for behavior prior activities. and group behaviors.
Refers to standards for and during individual and
behavior and applies Reviews standards for group work. Guides and supports
consequences as needed. behavior with students students to self-assess,
in single lessons or monitor, and set goals
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sequence of lessons in Students follow behavior for individual and group
anticipation of need for expectations, accept behavior and
reinforcement. consequences and increase participation.
Students are aware of positive behaviors. Students demonstrate
classroom rules and Students know Students respond to positive behavior,
consequences. expectations for individual and group consistent participation
behavior and behaviors and encourage and are valued for their
consequences and and support each other unique identities.
respond to guidance in to make improvements.
following them.

Teacher establishes Teacher anticipates Teacher identifies

clear roles and behavior problems and antecedents of
expectations for acts appropriately; student misbehavior
effective group work proximity is used to and intervenes
Teacher models and diffuse behavior issues; appropriately
teaches appropriate Teacher identifies Positive student
social skills in group antecedents of student behavior is
situations9/21 misbehavior and promoted and
intervenes encouraged; class
appropriately5/22&12/22 reward system !
Teacher AND
students maintain
Evidence behavior standards
Students are
included in the
establishment of
classroom rules
Teacher consistently
responds to
inappropriate
student behavior;
responses follow the
established
sequence of
consequences 04/23

Element 2.6 Emerging Exploring Applying Integrating Innovating

Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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.
monitoring of norms. learning climate that Classroom climate
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
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
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.

Evidence Rules, procedures Students Evidence: daily routines  I

and expectations are demonstrate efficient always begin the class
with an ask and answer
posted in the use of the "how are they doing? how
classroom; Teacher procedures; is the week? how is your
refers to posted minimum of class other subject? " etc. to
expectations9/21 disruption create a positive
Teacher models and relationship with my
students. They can not
teaches expected only express themselves
procedures and using target language, but
norms also have a chance to link
Visual or auditory the language to their daily
signals are used to life. 
Here's an example of
gain student routine of the class:  daily
attention5/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
routines 12/22 &04/23

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.

Evidence Goals and structures Meaningful and

are aimed at helping relevant extension
students manage activities are
time, materials, and provided for fast
responsibilities in paced learners;
order to complete the activities are listed
task for easy student
9/21&5/22 &12/22 access
Off-topic discussions
and interruptions are
minimized
Teacher provides a
timeline for a 3 week
project to support
student success
Teacher estimates
the time necessary to
complete the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities to
ensure that they can
be finished within the
time available 04/23