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. 9/20/2021 students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in 3/28/23
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. 5/3/22 community that is
responsibility within
responsive to the diverse Students take leadership
a caring community
Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
is treated fairly and
classroom community. building activities, accepting, and respectful 10/17/22 respectful classroom
respectfully
9/20/2021 designed to promote of differences. 5/3/22 community where
caring, fairness, and Students take student’s home culture is
respect. responsibility resolving included and valued.
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.
My kindergarteners are I have multiple incentive Students are taught Students in my classroom
still learning how to be rewards and problem-solving and how work on kindness and
students and people so I reinforcements to they can problem-solve treating all others equally
will often model desired promote and award situations without and the same way they
behavior or call out positive behavior in the involving teachers. This is want to be treated. I
specific students who are classroom. The students a skill that my students remind my students daily
displaying excellent also practice working on actively practice every on how to treat others.
behavior for the whole problem solving in some day and are improving We also have daily
class to see. Students also of the lessons in the every day with. Students “meditation” time, which
Evidence have classroom jobs in classroom. I have noticed have jobs and roles in the is essentially a short 5–
my class, and everyone a difference in student classroom that they carry 10-minute rest time for
has the shared behavior since the out each week. The leader the students where they
responsibility of beginning of the year roles are changed each sit and reflect on their
following directions, compared to now. week, so all students get a behavior or their day.
cleaning up after Students are respectful turn. 10/17/22 3/28/23
activities/playtime, etc. and mindful of others and
9/20/2021 towards teachers. 5/3/22
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
importance of the virtual learning environments environments that reflect environments that reflect and/or environments
physical and/or that support student learning. student diversity and provide a student diversity and flexibly to facilitate
virtual learning range of resources for learning. provides a broad range of access to a wide
environments that 5/3/22 resources, displays, and range of resources
support student Structures for interaction are artifacts that are current that engage students
learning. taught in single lessons or Utilizes a variety of structures and integral to instruction. in learning. Ensures
sequence of lessons to support for interaction during learning 10/17/22 that environments
Is aware that student learning. activities that ensures a focus enhance learning and
Creating physical or structured on and completion of learning Integrates a variety of reflect diversity
virtual learning interaction tasks. 5/3/22 structures for interaction within and beyond
environments that between students that engage students the classroom.
promote student can support constructively and 3/28/23
learning, reflect learning. productively in learning.
diversity, and Students use resources 10/17/22 Selects from a
encourage provided in learning Students use a variety of repertoire of
constructive and environments and interact resources in learning structures for
productive with each other to understand environments and interact in Students routinely use a interaction to ensure
interactions among and complete learning tasks in ways that deepen their range of resources in accelerated learning
students Some students single lessons or sequence of understanding of the content learning environments that for the full range of
use available lessons. 9/20/21 and develop constructive social relate to and enhance students.
resources in and academic interactions. instruction and reflect their
learning diversity. Students participate
environments Students share in in monitoring and
during monitoring and assessment changing the design
instruction. of interactions to improve of learning
effectiveness and develop a environments and
positive culture for structures for
learning. interactions.

We are not in a virtual My classroom contains a variety My classroom is decorated Each holiday is
environment anymore, so of educational learning for each holiday or special celebrated in my
students are back on campus materials. We have many event happening in school. classroom and the
physically every day now. different kinds of manipulatives Student work is celebrated classroom is
Students share tables in my for math and a variety of as well with student work decorated to match
Evidence classroom ranging from 2-4 resources, including sand trays displayed on the doors, each holiday. I also
students at each table. We also and flashcards, for reading and walls, and ceiling of the teach monthly events
do a lot of group work and writing. I try to ensure that classroom. 10/17/22 like Black History
group activities so that every lesson includes a physical Month, Women’s
students can practice working component for my visual and History Month, and
with others. 9/20/2021 kinesthetic learners. 5/3/22 more. 3/28/23
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. 10/17/22 physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. 9/20/2021 in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. 5/3/22 Engages in reflection on 3/28/23
maintaining learning their own language and
environments that Explores strategies to Models and provides behavior that contributes
are physically, establish intellectual and instruction on skills that to intellectual and
intellectually, and emotional safety in the develop resiliency and emotional safety in the
emotionally safe classroom. support intellectual and classroom.
emotional safety.
Students are aware of Students demonstrate
required safety Students develop and resiliency in
procedures and the Students follow teacher Students take risks, offer practice resiliency skills perseverance for
school and classroom guidance regarding opinions, and share and strategies to strive academic achievement.
rational for maintaining potential safety issues for alternative perspectives for academic achievement Students maintain
safety. self or others. and establish intellectual intellectual and emotional
and emotional safety in safety for themselves and
the classroom. others in the classroom.
Something that I like to When we are When students are Students in my classroom
do at the beginning of the transitioning between working, I always know of the rules and
school year is introduce lessons, I ensure that encourage them to try expectations expected of
where everything is in the students are called to get their best and it is ok to them every day. Students
classroom for the their things in small make mistakes. also remind each other
students to see. I also give groups so not everyone is Something that I say to when they need help or
a school tour to my up and moving around at my students is that support from their peers.
students, so they know the same time. I will mistakes are proof that Students also encourage
Evidence where things are in their usually call them by their you are trying. If students their peers when they are
school. I review where table groups, which are struggle, they know to ask answering questions or
supplies are in the grouped by 3-4 students for help and will receive participating in
classroom, how to handle at each table. 5/3/22 1-1 support. 10/17/22 discussions in class.
scissors, no running in 3/28/23
the classroom/hallways,
respecting others’ space,
etc. 9/20/2021
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 and instruction that support utilize an extensive
environment with
individuals and groups of uses scaffolds to address the full range of learners repertoire of
high expectations
students. 9/20/2021 achievement gaps. in meeting high differentiated strategies
and appropriate
5/3/22 expectations for to meet high
support for all
achievement. 10/17/22 expectations. 3/28/23
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. 9/20/2021 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I like to model desired I model desired Students follow my work While teaching lessons, I
outcomes so I will show expectations of work to to achieve desired results, will call students up to do
students good examples my students by giving but sometimes I let them examples on the board,
of work on the board and them my example or work independently after letting them take
also bad examples that I using a student’s example giving instructions to see leadership of the lesson
don’t accept. I make sure so they can see how their how they work without and the practice
that all examples that I peer did the work. I will following an example and problems. Students love
show are MY WORK, so sometimes have students most times, students to participate and all
students don’t feel redo the assignment or produce their best work. volunteer or raise their
Evidence targeted. For my lower activity if they did it too Students also receive hands to be next. By this
students who need a little sloppy or quickly because instruction through time of year, students
more support, they work I always want their best educational YouTube know what quality work
with me up front at my quality work. 5/3/22 videos, Brain Pop Jr., is expected of them and
small table or with my TA Mystery Science, and Epic strive to give their best
at their tables during Reading. 10/17/22 work each time. 3/28/23
class instruction so that
they can follow along
more easily. 9/20/2021
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. 9/20/2021 behavior. 5/3/22 across learning activities. standards for individual
10/17/22 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine 3/28/23
communicating, and
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. 5/3/22 individual and group
behavior
reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior
classroom rules and expectations for behavior expectations, accept Students respond to Students demonstrate
consequences. and consequences and consequences, and individual and group positive behavior,
respond to guidance in increase positive behaviors and encourage consistent participation
following them. behaviors. 5/3/22 and support each other to and are valued for their
make improvements. unique identities.

I always model desired I use a variety of good By now, students are By this time of year,
behavior or have students behavior incentives and aware of the expectations students are aware and
model as examples. I also reinforcements to and rules in our familiar with classroom
like to call out good reinforce positive classroom and how to rules and expectations.
behavior whenever I see behavior among the class. behave appropriately. To They follow it daily while
it, whether it be in the With the exception of odd encourage positive reminding their peers to
classroom or outside at days, our routine in the behavior, students are follow if they are having
the playground, so classroom is the same called out for exceptional trouble. Students also
students can see what is every day and the behavior and rewarded have classroom jobs that
Evidence expected and learn from students know what to with incentives. In change out weekly like
their peers. I also do expect at each time of the activities, desired line leader, teacher’s
whole class rewards to day. So much so that if for behavior is emphasized helper, light monitor, etc.
remind the students that some reason we are off and called out so students These jobs facilitate
they are part of a schedule, some students are aware and can follow leadership in the
community where will ask “Are we still along. 10/17/22 classroom and students
everyone needs to doing meditation time can model and follow
contribute and act right now?” or “Do we desired behavior.
responsibly and need to take our reading 3/28/23
respectfully. 9/20/2021 books out now?” 5/3/22
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. 9/20/2021 development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
5/3/22 builds on student integrates school
strengths. 10/17/22 standards and culturally
Seeks to promote positive relevant norms. 3/28/23
Responds to disruptive behaviors and responds Provides positive Promotes positive
Employing classroom
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
routines, procedures,
Responds appropriately consistently prevents or behaviors and establishes
norms, and supports
to behaviors in ways that refocuses behaviors preventions and a
for positive behavior
lessen disruptions to the disruptive to the learning positive classroom
to ensure a climate in
learning climate. climate. climate that eliminate
which all students
Students participate in most disruptive behavior.
can learn
routines, procedures, and
norms and receive
Students are aware of reinforcement for
procedures, routines, and Students receive positive behaviors. Students are involved in Students share
classroom norms. correction for behavior 5/3/22 assessment and responsibility with
that interferes with monitoring of routines, teacher for managing and
learning, and positive Students receive timely procedures, and norms in maintaining a positive
reinforcement in and effective feedback ways that improve the classroom climate that
following routines, and consequences for learning climate. promotes learning.
procedures, and norms. behaviors that interfere
with learning.

A big part of kindergarten I use a variety of good Students have jobs and Students have classroom
is setting a consistent behavior incentives and roles in the classroom jobs that change out
routine so that they know reinforcements to that gives each student a weekly for different
what to expect. When reinforce positive sense of responsibility students. These jobs
students come in my behavior among the class. and belonging in the include being the line
classroom after recess or I use sticker charts that classroom. During group leader, caboose, snack
Evidence lunch, they know that it is they earn stickers for a work time, students are helper, light monitor,
“Quiet 5 Minute whole class reward. I also often called on to answer teacher’s helper, etc. Our
Meditation” time for them use individual reward questions or model the classroom also follows a
to relax. Students expect cards that they can get work for the whole class, daily routine of phonics in
this after every lunch or individual prizes with. this encourages class the morning, math before
recess and will go to their With the exception of odd participation and gives lunch, and social
meditation stations days, our routine in the students the sense of studies/science in the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
without prompting from classroom is the same responsibility again. afternoon. Students are
me. 9/20/21 every day and the 10/17/22 aware and familiar with
students know what to the schedule and know
expect at each time of the what to expect on any
day. So much so that if for given day. 3/28/23
some reason we are off
schedule, some students
will ask “Are we still
doing meditation time
right now?” or “Do we
need to take our reading
books out now?” 5/3/22

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities. 3/28/23
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. 9/20/2021 activities and closure. instructional time.
5/3/22 10/17/22
Some students complete Students complete Students monitor their
learning activities in time learning activities and, as Students participate in Students use their own time, are engaged in
allotted. needed, may receive and complete a variety of instructional time to accomplishing learning
some adjustments of time learning activities in the engage in and complete goals, and participate in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
allotted for tasks or time allotted with options learning activities and are reflection, self-
expectations for for extension and review. prepared for the next assessment, and goal
completion. 5/3/22 sequence of instruction. setting.

I schedule my daily plans My lessons always have Students are always being Our classroom also
with transition times and the same structure and assessed, either formally follows a daily routine of
bathroom break times but plan: I start with an or informally during phonics in the morning,
I’ve learned that introduction, a quick lessons. During lessons math before lunch, and
something unexpected video, a detailed while it is independent social studies/science in
will always happen no explanation, guided group work time, I walk around the afternoon. Students
matter how carefully I practice, then guided to help students 1-1 who are aware and familiar
plan. This is why I don’t individual practice with need the additional with the schedule and
strictly stick to my support, and then an support and guidance. know what to expect on
schedule, if an activity individual exit ticket 10/17/22 any given day. We also
takes longer than without support that acts have the extra classes like
expected, I manage the as a formal assessment PE, Spanish, Art, and
Evidence time and continue the that helps me plan for the Music at the same time on
activity after a transition follow up lesson. Students each day weekly.
period and vice versa. If all know the format of my Students follow the same
an activity takes shorter lessons by now and know schedule every day and
than expected, I have what to expect each time. the schedule repeats
filler activities ready so I also give ample time to every week. 3/28/23
that time isn’t being ask questions or give
wasted. 9/20/2021 more examples if needed.
These are usually for
students who need a little
extra support or for those
students who like to be
challenged more. 5/3/22