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 students reflection and ongoing
expectations for fair and commitment to fairness respectful student for resolving conflict and improvement of the
respectful behavior to and respect in interactions. Assists creating and maintaining a caring community based
caring classroom
support social communications with students to resolve community.
on respect, fairness, and
development. students about language conflicts. Supports students in taking the value of all members.
and behavior. Incorporates cultural leadership in developing a
Promoting social Seeks to understand awareness to develop a caring community that is
Development and cultural perceptions of positive classroom responsive to the diverse
responsibility within caring community. climate. (09/15/23) cultural norms of identities Students take leadership
a caring community of all students. in resolving conflict and
where each student Some students share in Students participate in Students demonstrate (04/25/24) creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, respectful classroom
respectfully. Students take responsibility
classroom community. building activities, accepting, and respectful resolving conflicts and
community where
designed to promote of differences. maintaining a caring student’s home culture is
caring, fairness, and (09/15/23) classroom community. included and valued.
respect. Students promote respect Students communicate
and appreciation for with empathy and
differences. understanding in
(04/25/24) interactions with one
another.

In my class, I model, In my class, I model,

encourage, and hold encourage, and hold
students to a certain level students to a certain level
of responsible and of responsible and
respectful behaviors in respectful behaviors in
the classroom the classroom
environment. environment (all pre-
If a conflict arises, it is discussed, modeled, and
handled discreetly; included in class norms
students are advised how and ground rules
Evidence to best navigate the developed at the start of
situation at hand. the year and revisited
Students are allowed to throughout the remainder
participate in classroom of the academic year). As
activity via online a result, students develop
discussion, oral a shared responsibility
discussion, written with other peers AND the
discussion, peer-to-peer teacher in order to
interaction, etc. resolve conflict in a calm
All my class periods have and respectful manner,
ELs, so language support maintaining a caring
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
(ie: vocab support, classroom community.
sentence frames, explicit Students are supported in
modeling, and closed taking leadership in order
captioning for video clips) to develop a caring
is always available. community that is
Classroom supplies (ie: responsive to the diverse
hole punch, scissors, cultural norms of
colored pencils, paper, identities of all students.
notebooks, pens/ pencils, Therefore, students do
Chromebook/ charger) take responsibility for
are always available to resolving conflicts, but
any students who may also for celebrating one
need to use and/or another’s differences.
borrow supplies. This is noticeable as
Students demonstrate students participate in
efforts to be positive, many activities, including:
accepting, and respectful group and collaborative
of differences. This is seen “Free Response Questions
during classroom (FRQ)” writing exercises.
discussions that require Students work as a team
students to voice opinions on the assignment,
and/or potentially building one another up,
differing points of view. as they tackle the
They do so respectfully challenge ahead of them,
and mindfully. respecting each other’s
In addition, I have a strengths while helping
classroom Spotify playlist one another out in times
to which students may of need.
recommend songs to;
they bond over liking a In the event that a conflict
similar song and/or arises, it is handled
discover new interests. discreetly; students are
I can continue these advised how to best
efforts and move students navigate the situation at
towards taking leadership hand.
of their learning and Students are allowed to
potential conflicts as participate in classroom
situations arise. activity via online
(09/15/23) discussion, oral
discussion, written
discussion, peer-to-peer
interaction, etc.
All my class periods have
ELs, so language support
(ie: vocab support,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
sentence frames, explicit
modeling, and closed
captioning for video clips)
is always available.
Classroom supplies (ie:
hole punch, scissors,
colored pencils, paper,
notebooks, pens/ pencils,
Chromebook/ charger)
are always available to
any students who may
need to use and/or
borrow supplies.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences. This is seen
during classroom
discussions that require
students to voice opinions
and/or potentially
differing points of view.
They do so respectfully
and mindfully.
In addition, I have a
classroom Spotify playlist
to which students may
recommend songs to;
they bond over liking a
similar song and/or
discover new interests.
I can continue these
efforts and move students
towards taking leadership
of their learning and
potential conflicts as
situations arise.
(04/25/24)
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 (09/15/23) resources for learning. resources, displays, and engage students in
learning. (04/25/24) 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. learning and reflect
interaction between lessons or sequence of structures for interaction diversity within and
Creating physical or students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. student learning. that ensures a focus on structures for interaction
environments that (09/15/23) and completion of that engage students Selects from a repertoire
promote student learning tasks. constructively and of structures for
learning, reflect (04/25/24) productively in learning. interaction to ensure
diversity, and accelerated learning for
encourage the full range of students.
constructive and Some students use Students routinely use a
productive available resources in Students use resources range of resources in Students participate in
interactions among learning environments provided in learning Students use a variety of learning environments monitoring and changing
students during instruction. environments and resources in learning that relate to and enhance the design of learning
interact with each other environments and instruction and reflect environments and
to understand and interact in ways that their diversity. structures for
complete learning tasks in deepen their Students share in interactions.
single lessons or understanding of the monitoring and
sequence of lessons. content and develop assessment of
(09/15/23) constructive social and interactions to improve
academic interactions. effectiveness and develop
(04/25/24) a positive culture for
learning.

I have experimented with I have developed a

many virtual learning physical, classroom
environments that environment(s) that
support student learning, reflects student diversity,
including: Gimkit, while providing a range of
PearDeck, Formative, Poll resources for students’
Evidence Everywhere, etc. learning and academic
I explicitly model proper success.
procedure for small group In doing so, I utilize a
discussion, by providing variety of structures for
discussion prompts. interaction during
Seating chart/ desk student learning
arrangements have been activities, ensuring focus
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
made to arrange students and/or completion of
into mixed-ability groups learning tasks. These
to support and advance physical measures
all learners. include: using music as an
I can continue to advance educational tool (both
in this area by posting historically and
visual representations of culturally), allowing work
expectations on completion via both
classroom walls and electronic and on-paper
display student work and methods, as well as
reflect their personal, intentionally designing
cultural, collective, and curriculum to appeal to
academic diversity. student interests.
(09/15/23)
In addition, a variety of
structures for interaction
during learning
activities—including:
individual work,
collaborative work,
project-based learning,
direct instruction, etc.—
ensure that learning tasks
are being taken
meaningfully and
seriously.

Students use a variety of

resources in learning
environments and
interact in ways that
deepen their
understanding of the
content, while
simultaneously
developing constructive
social and academic
interactions.
(04/25/24)
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 (04/25/24) emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. (09/15/23) 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. (04/25/24) Students demonstrate
Students are aware of (09/15/23) resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding practice resiliency skills academic achievement.
school and classroom potential safety issues for Students take risks, offer and strategies to strive Students maintain
rational for maintaining self or others. opinions, and share for academic intellectual and emotional
safety. alternative perspectives. achievement, and safety for themselves and
(09/15/23) establish intellectual and others in the classroom.
emotional safety in the
classroom.
(04/25/24)
I set clear expectations In my classroom, I
for interactions between integrate support for
peers, and educate students to take risks and
students on how to offer respectful opinion
conduct respectful about divergent
conversations. Students viewpoints upon subject
feel comfortable (and are matter, curriculum
encouraged) to voice content, and real-world
Evidence differing opinions on events. In doing so,
historical/ geographic students engage in
topics; debates and reflection upon their own
consideration of all points language/behavior,
of view is a practice that making sure to contribute
occurs almost daily. to a safe and welcoming
In addition, all materials environment, in which all
are safely stored away in views and opinions are
the classroom, available seen as valid. As a result,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to students per request. students develop and
Students demonstrate the practice resiliency skills
ability to respectfully and strategies to strive
speak up, and reach out for academic
to the teacher for help, achievement, establishing
which happens most intellectual and emotional
frequently during class safety in the classroom.
time and also via email. An example of these
I can continue to elements would be
integrate support for present in the type of
students and continue to highly-structured Socratic
encourage them to take seminar and debate
academic risks to further exercises and activities
their learning and skills that I hold on
acquisition. (09/15/23) controversial topics (ie:
population control
policies in AP Human
Geography OR warfare
tactics in World History).
Students abide by
established ground rules
and norms, giving those
speaking their unbiased
attention and support.
This allows the students
to practice methods of
public speaking, behavior
monitoring, and taking
risks in a safe
environment, supported
by their peers.
(04/25/24)
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 gaps. (09/15/23) expectations for to meet high
support for all achievement. expectations.
students Some students ask for Some individuals and Students engage in a (04/25/24)
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. (09/15/23) order thinking, and factual and analytical
problem solving across learning.
subject matter.
(04/25/24)
As a teacher of AP As an ‘Advanced
freshmen, it is known to Placement’ teacher, I
me that many students integrate rigor
are new to high school, as throughout the learning
well as the “AP” environment and
expectations and curriculum activities,
workload. including: accuracy,
I spend a significant analysis, critical reading,
amount of class time writing, and thinking. In
Evidence (weekly and daily) addition, I take extra care
modeling. reinforcing to implement scaffolds
expectations, and and technologies (ie:
encouraging students in immediate feedback via
meeting them, using AP Classroom MCQ
accuracy, self- exercises and analysis of
evaluation/reflection, stimulus on FRQs,
time management, and accompanied by College
appropriate problem Board examples and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
solving methods (ie: model student samples,
communication with as well as continual
peers/ teachers). practice of both
I have scaffolded reading knowledge and skillset).
assignments, lectures, Students actively use
and activities for first- these supports in order to
time AP students, complete coursework, but
students with IEPs also prepare for their
and/or 504 Plans, and springtime exam.
ELs; encouraging them so (04/25/24)
that they can succeed in
an advanced classroom
environment.
Students participate in
differentiated instruction
and/or activities, using
support(s) when needed.
Eventually, once students
have grown used to the
“process” and “pace” of
the class, I will focus
more on accuracy. (This is
intentional.) (09/15/23)
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. behavior. (09/15/23) across learning activities. standards for individual
(04/25/24) and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine
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. (09/15/23) individual and group
behavior reinforcement. behavior and
participation.
Students are aware of Students know Students follow behavior (04/25/24) 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. behaviors. (09/15/23) behaviors and encourage unique identities.
and support each other to
make improvements.
(04/25/24)
I set clear expectations In the classroom, as the
and boundaries for teacher, I integrate
behaviors and equitable expectations,
interactions. If students positive supports, and
do not adjust their consequences for
behavior after individual and group
redirection, modeling of behavior (ie: student and
expectations by teacher, parent conference) within
conversations regarding and across learning
behavior on one-one activities. In order to
Evidence basis, etc. then students guide and support
are provided students to self-assess,
consequences, and the monitory, and set goals
teacher will (and does) for individual and group
contact parent/guardian behaviors/ participation,
and/or athletic coaches. I have all students
Students are reminded of complete a weekly self-
the importance of assessment based upon
positively contributing to attitude, mindset, and
the classroom participation (via
environment and accept multiple modalities, as
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the consequences for appropriate) in order to
impacting it. provide them with the
Teacher constantly proper tools to self-
monitors for acceptable monitor and self-regulate
interactions and their conduct in order to
encourages positive initiative improvements
attitudes and mindsets. to the learning
I anticipate certain environment. In addition,
behaviors and adjust my I also institute goal
planning/ lesson setting every academic
implementation, quarter, so that they may
providing feedback when make, monitor, and track
applicable. case-specific and
Daily routines, once individual goals, a
learned, help to ease practice they can take
these issues. forward into their future
I can continue to improve academic and ‘real-world’
in this area by moving career.
students to hold one (04/25/2024)
another respectfully and
academically accountable.
(09/15/23)
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. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
(09/15/23) builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive (04/25/24) relevant norms.
Responds to disruptive behaviors and responds behavior supports.
Employing classroom
behavior. to disruptive behavior. Responds appropriately Promotes positive Promotes positive
routines, procedures,
to behaviors in ways that behaviors and behaviors and establishes
norms, and supports
lessen disruptions to the consistently prevents or preventions and a
for positive behavior
Students receive learning climate. refocuses behaviors positive classroom
to ensure a climate in
correction for behavior Students participate in disruptive to the learning climate that eliminate
which all students
that interferes with routines, procedures, and climate. most disruptive behavior.
can learn
learning, and positive norms and receive (04/25/24)
reinforcement in reinforcement for Students share
Students are aware of following routines, positive behaviors. Students are involved in responsibility with
procedures, routines, and procedures, and norms. (09/15/23) assessment and teacher for managing and
classroom norms. monitoring of routines, maintaining a positive
Students receive timely procedures, and norms in classroom climate that
and effective feedback ways that improve the promotes learning.
and consequences for learning climate.
behaviors that interfere (04/25/24)
with learning.
(09/15/23)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Classroom routines were I engage students in
created and intentionally monitoring and reflecting
implemented to ensure on routines, procedures,
all students can access and norms in ways that
curriculum. are culturally responsive.
For example, Daily This is done through
“Warm Ups” reteach many methods, including:
information to those who self-assessment and
may need it, as well as reflection upon classroom
frontload vocabulary for assignments, as well as
ELs. weekly check-ins. As the
Positive behavior teacher, I also maintain a
supports are maintained quality learning climate
and available to all that builds on student
students, such as: strengths, by connecting
discussion prompts for lesson topics and
small group and whole activities to their
group discussion, as well interests, allowing them
as hall passes and to demonstrate their
Evidence procedure for using them content and skill mastery
in need of classroom via multiple modalities.
exit/entry during lessons. Disruptive behaviors are
Students are provided redirected, and a positive
with timely, constructive mindset is always
feedback when disruption encouraged and modeled
occurs (ie: discussion, within my classroom.
email/phone Therefore, through these
conversation with parent, actions, students are
guardian, and/or athletic involved in assessment
coach, etc.). and monitoring of these
I can continue to improve established routines
in this area by explicitly within the classroom,
modeling to students how anticipating and
exactly to share the participating in them in
responsibility for order to improve the
maintaining a positive learning climate.
classroom environment. (04/25/24)
(09/15/23)
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 monitoring
impact pacing and to optimize learning. completion of learning of instructional time.
lessons. (09/15/23) activities and closure.
Using instructional
(04/25/24) Students use their
time to optimize
Some students complete instructional time to Students monitor their
learning
learning activities in time Students complete Students participate in engage in and complete own time, are engaged in
allotted. learning activities and, as and complete a variety of learning activities and are accomplishing learning
needed, may receive learning activities in the prepared for the next goals, and participate in
some adjustments of time time allotted with sequence of instruction. reflection, self-
allotted for tasks or options for extension assessment, and goal
expectations for and review. setting.
completion. (09/15/23) (04/25/24)

As a teacher new to As a ‘College

teaching an AP class, I can Preparatory’ World
continue to work with my History teacher and
students and explore Advanced Placement
options for learning and Human Geography
practicing academic teacher, I work alongside
content and skills, while my students in order to
adjusting instruction to provide adequate time
the students’ level of for instruction,
knowledge and skill; this simultaneously checking
may mean allowing extra for understanding and
time for assignments and completion of learning
lessons, even with the activities, in order to
Evidence stressors of remaining seek closure.
on-schedule with relaying
AP content to the Students participate in
student(s). and complete a variety of
Currently, I do monitor learning activities in the
task completion, allot time allotted, with
extra time if necessary, options for extension
and reduce off-topic and review.
discussions and
interruptions. One such example of
(09/15/23) BOTH teacher and
student activities
connected to CSTP 2.7
can be found the highly-
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
structured, organized
cumulative review
sessions that I have
designed and held for AP
Human Geography,
including: content
review, application of
knowledge challenges,
and academic writing
exercise tailored to
ensure student success
in and on their
springtime AP Exams.
(04/25/24)