Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with students reflection and ongoing
respectful behavior to commitment to fairness and student interactions. Assists for resolving conflict and improvement of the caring
support social respect in communications students to resolve creating and maintaining a community based on
development. with students about conflicts. caring classroom respect, fairness, and the
language and behavior. Incorporates cultural community.   value of all members.
Seeks to understand awareness to develop a Supports students in taking
Promoting social
cultural perceptions of positive classroom climate. leadership in developing a
Development and
caring community. 9/24/20 5/2/21 caring community that is
responsibility within a
10/2022 responsive to the diverse Students take leadership in
caring community
Some students share in Students participate in 4/2023 cultural norms of identities resolving conflict and
where each student is
responsibility for the occasional community of all students. creating a fair and
treated fairly and
classroom community. building activities, Students demonstrate respectful classroom
respectfully
9/24/20 designed to promote efforts to be positive, Students take responsibility community where student’s
caring, fairness, and accepting, and respectful of resolving conflicts and home culture is included
respect. 5/2/21 differences. 4/2023 maintaining a caring and valued. Students
10/2022 classroom community. communicate with empathy
Students promote respect and understanding in
and appreciation for interactions with one
differences. another.

Evidence Students generally work to I encourage my students at I have been working with
include their peers, whether all times to take my students to interact
on the yard or in class. responsibility for their own respectfully with their
However, they do not have success, both academically peers both inside the
a deep sense of communal and socially. Whether on classroom and out. In the
responsibility where they the yard while supervising classroom, we discuss how
feel that their actions recess or in the classroom that includes respecting
directly affect their during a lesson, I attempt at students’ questions and
classmates. For example, a all times to communicate academic struggles and
student who is very with my students fairly and acknowledging that
apathetic about math respectfully, and expect the learning is a growth
continuously disrupts the same from them in return. process and should
class without recognizing 9/24/20 therefore never be
that she is not only something shameful or
hindering her own ability Students are working to embarrassing. Outside the
to learn, but that of her recognize the effects of classroom, I help students
classmates as well. 9/24/20 their actions upon their negotiate conflicts by using
community and peers. For “I statements” such as, “I
example, they recently feel hurt when…” rather
wrote letters to their than “you statements” such
classmates expressing their as, “You’re always so
apologies for disrupting mean to me!” 5/2/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them from learning at
times, as well as their I use a lot of partner work
appreciation for the in all my classes, and
assistance they provide students are graded on their
each other when working collaborative skills to
together to reach a encourage effective
common goal. 5/2/21 communication and
teamwork. 10/2022
Students participate in team
building activities such as Students work together
the marshmallow challenge frequently throughout the
to encourage teamwork and semester and consistently
collaboration. 10/2022 demonstrate their
willingness to embrace
their peers’ differences and
support them in their
learning. 4/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and
interaction between are taught in single lessons structures for interaction reflect diversity within and
Creating physical or
students can support or sequence of lessons to during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. 9/24/20 support student learning. that ensures a focus on and structures for interaction
environments that
5/2/21 completion of learning that engage students Selects from a repertoire of
promote student
10/2022 tasks. 3/2023 constructively and structures for interaction to
learning, reflect
productively in learning. ensure accelerated learning
diversity, and
for the full range of
encourage
students.
constructive and
Some students use available Students routinely use a
productive
resources in learning Students use resources Students use a variety of range of resources in Students participate in
interactions among
environments during provided in learning resources in learning learning environments that monitoring and changing
students
instruction. 9/24/20 environments and interact environments and interact relate to and enhance the design of learning
with each other to in ways that deepen their instruction and reflect their environments and
understand and complete understanding of the diversity. structures for interactions.
learning tasks in single content and develop Students share in
lessons or sequence of constructive social and monitoring and assessment
lessons. 5/2/21 academic interactions. of interactions to improve
10/2022 3/2023 effectiveness and develop a
positive culture for
learning.
Evidence My classes are currently As we have thankfully I give students the
composed primarily of “in- transitioned back to fully opportunity to interact
person” students with a “in-person” learning, I have with their peers both
handful of remote learners been able to provide many formally and informally
who join the class via opportunities for student throughout almost every
zoom. While I understand interaction throughout my lesson. Activities such as
the importance of a positive lessons. Students are given “sage and scribe,” "think-
learning environment and brief opportunities to share pair-share" or "compare
the role that student their answers and “peer with a partner" allow
interactions can play, I am check” their work multiple them to bounce ideas off
finding it incredibly times a week, and are given of each other, receive
challenging to provide the time to work with peers on input or guidance from
appropriate framework various assignments and their peers and work
while managing 2 highly problems about every other together to innovate new
varied learning week. 5/2/21 ideas. 3/2023
environments. 9/24/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students work together to
The students who are accomplish the tasks set to
learning in a virtual format them, often providing
have quickly become adept guidance to classmates who
at using the technology, and may need it and/or working
take advantage of features together to figure out a
such as private messenger solution when neither
and such to interact with student in a pair feels
their peers who are also confident in their answer
learning virtually. initially. 5/2/21
However, there is almost no
interaction between the 2 Students are given many
groups of students, in part opportunities in a lesson to
because of the difficulties interact with their peers.
bridging the gap and in part These interactions are
because I have neglected to sometimes teacher-directed
facilitate such interactions. (where I assign partners or
9/24/20 groups) and often times
student-led where I instruct
students to find a partner
with whom to compare
answers and check their
work. In each scenario, I
instruct students on
appropriate interactions and
what is expected of them,
and students are able to
work collaboratively to
check their work and
correct any mistakes.
10/2022
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent viewpoints. maintenance of a safe
Responds to behaviors that organization of the learning strategies that include physical, intellectual, and
impact student safety as environments. 5/2/21 examining biases in the emotional environment
they arise. learning environment and focused on high quality and
curriculum. 10/2022 Engages in reflection on rigorous learning.
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes to
environments that are
emotional safety in the instruction on skills that intellectual and emotional
physically,
classroom. 9/24/20 develop resiliency and safety in the classroom.
intellectually, and
support intellectual and 3/2023
emotionally safe
emotional safety. 5/2/21
Students demonstrate
Students are aware of Students follow teacher Students develop and resiliency in perseverance
required safety procedures guidance regarding Students take risks, offer practice resiliency skills for academic achievement.
and the school and potential safety issues for opinions, and share and strategies to strive for Students maintain
classroom rational for self or others. 9/24/20 alternative perspectives. academic achievement, and intellectual and emotional
maintaining safety. 5/2/21 establish intellectual and safety for themselves and
10/2022 emotional safety in the others in the classroom.
classroom. 3/2023
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence Physical safety has become A big focus in my Students work
a factor of utmost concern classroom is on resiliency collaboratively many times
as private schools have and developing a growth throughout a unit to
reopened during the Covid- mindset. As such, I provide discover new ideas and test
19 Pandemic. As such, a many opportunities for out their ideas. They
large focus in my students to correct their support each other as they
classroom is on proper mistakes and learn from innovate new ways of
hygiene and safety, them, encouraging them to solving problems and work
including wearing masks, view mistakes and failure together to achieve
washing and/or sanitizing as a stepping stone to success. 3/2023
hands before entering or success rather than the end
leaving a room, and of the road. I also model
remaining in their this personally, publicly
designated seats behind acknowledging my
their desk shields. With mistakes to my students
regard to emotional and and showing them how we
intellectual safety, I place a can use our mistakes to fuel
strong focus on growth further growth. 5/2/21
mindset in my class,
creating a safe space to Students are slowly
make mistakes as well as growing more comfortable
opportunities to grow. acknowledging their
9/24/20 mistakes and being willing
to risk giving a wrong
Students observe phsyical answer as they come to
safety guidelines, including recognize that it is all part
wearing masks, sanitizing of the learning process.
often and maintaining 5/2/21
distance wherever possible.
Students are learning that it I work to reduce any
is okay to make mistakes potential embarrassment
and that mistakes help us for students whenever
learn. 9/24/20 possible. For example, a
student who receives a
modified test is always
given a test that looks
identical to the rest, with
the same heading and
format, and I make sure to
always keep her test at the
bottom of the pile when
passing them out so that I
can hand it to her discreetly
without anyone else
realizing that she received
a different test. 10/2022
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students are comfortable
sharing their ideas and
brainstorming various ways
to solve problems. They are
not afraid to have a wrong
answer as we focus
tremendously on using
those as an opportunity for
growth. 10/2022

Element 2.4 Emerging Exploring Applying Integrating Innovating

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous
while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment
achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations
individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate
students. 9/24/20 achievement gaps. 10/2022 expectations for
support for all
5/2/21 achievement. 4/2023 Students take responsibility
students
Some students ask for Students engage in a to fully utilize teacher and
teacher support to Some individuals and variety of differentiated Students actively use peer support, to achieve
understand or complete groups of students work supports and challenges in supports and challenges to consistently high levels of
learning tasks. 9/24/20 with the teacher to support ways that promote their complete critical reading, factual and analytical
accuracy and accuracy, analysis, and writing, higher order learning.
comprehension in their problem solving in thinking, and problem
learning. 5/2/21 learning. 4/2023 solving across subject
10/2022 matter.

Some students will Since I understand that all I hold very high I hold high expectations for
come to me outside of students learn and work at expectations for all my my students, and help them
different paces and students and they have meet those expectations by
class time to ask for different levels, I have put been able to rise to the providing scaffolding and
additional support, certain structures in place challenge. For example, support as needed. For
Evidence whether with in my classroom to one student whom I am example, we have been
homework or material accommodate the students. now teaching for the third working on solving word
that was covered in For example, students are year (6th, 7th and now 8th problems by identifying the
given a cap on how much grade) began her first year important information,
class. Students will time should be spent on with me by insisting that highlighting key details and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
also ask for help homework each night, to she could not do math no honing in on the specifics
during class to review allow the students who matter what. Over the of the question. In this way,
work more slowly or who course of our time together, students have learned how
the previous night’s find the material more I explained to her (and her to approach and solve word
homework or to clarify challenging to review the classmates) what my problems. 4/2023
material discussed that material without growing expectations were and what
day. 9/24/20 overly frustrated or I would do to support them
resentful. 9/24/20 and enable them to meet
those expectations. This
I place a heavy emphasis student has since become
on accuracy and precision an A student and excels in
in the classroom, math. 10/2022
encouraging students to use
academic language Students participate in
whenever possible, such as lessons and learning
“five and two tenths” rather opportunities by selecting
than “five point two.” This the method that feels most
helps students both in doable to them, whether
developing their academic that is presenting their data
language and in furthering graphically vs in a table
their understanding of etc. 4/2023
mathematical concepts as
they work on precision and
accuracy in the classroom.
5/2/21

Students are becoming

more adept at speaking
with precision, as well as
showing their work to
ensure accuracy. 10/2022

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences for some student involvement. including culturally expectations, positive environment using systems
maintaining individual and group Communicates, models and responsive instruction to supports, and consequences that ensure students take an
high standards for behavior. explains expectations for develop and maintain high for individual and group active role in monitoring
individual and group individual and group standards for individual behavior within and across and maintaining high
behavior behavior. and group behavior. learning activities. standards for individual
and group behaviors.
Reviews standards for Utilizes routine references Guides and supports
Refers to standards for behavior with students in to standards for behavior students to self-assess,
behavior and applies single lessons or sequence prior and during individual monitor, and set goals for
consequences as needed. of lessons in anticipation of and group work. 9/24/20 individual and group
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
need for reinforcement. 5/2/21 behavior and participation.
10/2022
Students know Students follow behavior 4/2023
expectations for behavior expectations, accept Students respond to Students demonstrate
Students are aware of and consequences and consequences and increase individual and group positive behavior,
classroom rules and respond to guidance in positive behaviors. 9/24/20 behaviors and encourage consistent participation and
consequences. following them. 5/2/21 and support each other to are valued for their unique
make improvements. identities.
10/2022
4/2023
Evidence Students are involved in I have established very
creating our class rules, clear rules, routines and
providing rules that they structures in the classroom.
feel will lead to an Students are well aware of
environment conducive to the effects that their actions
learning. Before beginning will have on themselves,
an activity or when including their grades
introducing something where applicable, and their
new, I review our rules and peers. Students are eager to
guidelines repeatedly, support each other in
asking for student input as improving their behavior to
well, to ensure that students enable everyone to
feel prepared to work as succeed. 10/2022
expected. 9/24/20

Students strive to increase

their positive behaviors.
For example, a student who
was struggling both
academically and
behaviorally, after
receiving a note from me
praising a moment of great
behavior, came to class the
next day prepared to learn
and participate,
demonstrating an increased
interest in the lesson.
9/24/20

I set very clear

expectations for my
students regarding behavior
and work ethic. Students
are expected to be prepared
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for class and do what is
expected of them without
being asked. Expectations
are clear and predictable
(e.g. begin the warm-up as
soon as the bell rings), so
that students are able to
comply without being
constantly told what to do.
5/2/21

Students respond well to

the consistent structure and
routine in the classroom
and understand that
negative or disruptive
behaviors will elicit
consequences. Conversely,
they recognize that positive
behaviors will engender
certain privileges and
opportunities that they may
not have been entitled to
otherwise (for example,
being allowed to choose
partners rather than having
them assigned). 5/2/21

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 single procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
norms, and supports lessons to support student single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
for positive behavior learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
to ensure a climate in student involvement. students in the culturally responsive. focuses on maximizing
which all students can development and Maintains a quality learning.
learn monitoring of norms. learning climate that builds Classroom climate
10/2022 on student strengths. integrates school standards
Seeks to promote positive 4/2023 and culturally relevant
behaviors and responds to Promotes positive norms.
Responds to disruptive disruptive behavior. Provides positive behavior behaviors and consistently
behavior. 9/24/20 supports. prevents or refocuses Promotes positive
Responds appropriately to behaviors disruptive to the behaviors and establishes
behaviors in ways that learning climate. preventions and a positive
lessen disruptions to the classroom climate that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning climate. eliminate most disruptive
Students participate in behavior.
routines, procedures, and
norms and receive Students are involved in
Students are aware of Students receive correction reinforcement for positive assessment and monitoring
procedures, routines, and for behavior that interferes behaviors. 5/2/21 of routines, procedures, and Students share
classroom norms. with learning, and positive 10/2022 norms in ways that responsibility with teacher
reinforcement in following 4/2023 improve the learning for managing and
routines, procedures, and climate. maintaining a positive
norms. 9/24/20 Students receive timely and classroom climate that
5/2/21 effective feedback and promotes learning.
consequences for behaviors
that interfere with learning.
10/2022
4/2023

Evidence Students are involved in Classroom routines are

creating classroom rules. consistent and well-
Additionally, my classroom structured to allow every
has a well-established student to successfully
routine so that students participate in class.
know what to expect at all Behavior, whether positive
times and are prepared or negative, is swiftly
accordingly. Misbehavior addressed and supports are
is promptly redirected, first provided to students who
with a general reminder to need it, such as establishing
the class and, if necessary, a signal for when a student
with a more direct feels they need to take a
reminder to the student. break in the hallway or
Positive behaviors are encouraging students to use
consistently acknowledged, fidget toys as an
such as by commending appropriate means of
those students who are releasing some of their
ready for class on time or excess tension and/or
acknowledging a student energy. 5/2/21
for raising her hand to ask
a question. 9/24/20 The routine in the
classroom continues to be
Students are promptly structured and predictable
redirected when behavior so that students know what
interferes with learning, to expect and can do what
and equally quick to is expected of them.
receive positive feedback Students receive prompt
when exhibiting feedback on their behavior,
exceptional behavior. whether good or bad, to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Positive feedback is given ensure that everyone is able
pubiicly, privately, and, at to learn without disruption.
times, to a students’ parents 10/2022
to encourage additional
positive behavior. 5/2/21

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on Paces instruction with Paces instruction with Paces instruction to include Paces, adjusts, and fluidly
curriculum guidelines. some consideration of students to provide ongoing assessment of facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for student learning. Supports daily activities.
how transitions and for sufficient student work instruction, checking for students in the monitoring
classroom management time and transitions to understanding, completion of instructional time.
impact pacing and lessons. optimize learning. 9/24/20 of learning activities and
closure. 5/2/21 Students use their
Using instructional Some students complete 10/2022 instructional time to engage
time to optimize learning activities in time Students complete learning 4/2023 in and complete learning Students monitor their own
learning allotted. activities and, as needed, activities and are prepared time, are engaged in
may receive some Students participate in and for the next sequence of accomplishing learning
adjustments of time allotted complete a variety of instruction. goals, and participate in
for tasks or expectations learning activities in the reflection, self-assessment,
for completion. 9/24/20 time allotted with options and goal setting.
5/2/21 for extension and review.
10/2022
4/2023

When planning a lesson, I While teaching a lesson, I

always try to take into try to determine whether
account whether it is the planned assignments
something familiar to the are appropriate at a given
students or something time based on students’
brand new, as well as comprehension. For
whether they are likely to example, if students to
find it challenging or grasp require more time than
the concept quickly. I then anticipated for a specific
Evidence decide how much time to lesson, I may choose to
allocate to a given lesson change or postpone the
based on my assessment. homework assignment to
9/24/20 allow them to further
develop their conceptual
Most sudents complete the understanding before
activites in the time asking them to develop the
allotted. For those who procedural fluency. 5/2/21
finish early, I have fast
finisher packets that they Throughout a given lesson,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
can work on to challenge I allot time for instruction,
themselves. For those who individual practice, peer
need more time, they are work/review, and
either given a modified questions. Time allotted for
version of the assignment each activity is often
or allowed to continue adjusted based on student
working while the rest of needs to ensure that they
the class moves on. 9/24/20 have the time needed to
develop the conceptual
In lieu of a fast-finisher understanding and
packet which simply procedural fluency.
provided more challenging 10/2022
problems, students who
finish early are now
provided with an
enrichment activity which
encourages them to further
develop their conceptual
understanding of the
material being presented in
class, as well as to engage
in higher-level thinking.
Students who tend to
require more time to
complete an activity are
either provided with more
scaffolding at the outset to
ensure they can succeed, or
receive a pared-down
version of the assignment
which still allows them to
develop and/or review the
same concepts and skills,
yet is more manageable for
those students within the
given time frame. 5/2/21