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. 4/27/24 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. 4/27/24 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.
I model respectful I have students elect class
behavior and language officers who take on
during class and in my specific responsibilities
conversations with within the classroom.
students by thanking Students switch roles to
them for their allow all students and
contributions and opportunity to contribute
referencing them to the functioning of the
throughout my lessons. classroom. 4/27/24
To promote fairness, I
Evidence alternate between asking Students run for a class
for volunteers to share officer position and
during whole class anonymously vote for
discussions and using their peers. They support
popsicle sticks with each other by helping out
students’ names. 9/12/23 when necessary or acting
as a substitute when a
class officer is absent.
I have a job wheel in the 4/27/24
front of my classroom, so
students are able to take
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
on different roles each
week. This creates a
stronger class community
by providing them with
responsibilities to keep
the classroom running
smoothly. 9/12/23
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. 4/27/24 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
4/27/24 interactions to improve
effectiveness and develop
a positive culture for
learning.
The desks are arranged in When doing group work, I
rows in a way that makes create mixed-ability
it easy for students to groups of three so
work with a partner or in students can easily work
groups of four. I use with and learn from their
discussion stems and peers. All students face
group roles to help foster the board, which supports
Evidence
productive interactions students in focusing on
between students. lessons and helps
9/12/23 minimize distractions.
4/27/24
Students reference the
academic posters around Students participate in
the classroom during group discussions and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
lessons. For example, share their own
when we reviewed parts perspectives with their
of speech, several peers. They also practice
students have pointed to and respect the
a Parts of Speech poster procedures for borrowing
to explain the difference classroom supplies, such
between adjectives and as returning pencils that
adverbs. 9/12/23 need to be sharpened.
4/27/24
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. 4/27/24 physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. 9/12/23 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. support intellectual and classroom. 4/27/24
emotionally safe
emotional safety. Students demonstrate
Students are aware of 9/12/23 resiliency in
required safety Students develop and perseverance for
procedures and the Students follow teacher practice resiliency skills academic achievement.
school and classroom guidance regarding Students take risks, offer and strategies to strive Students maintain
rational for maintaining potential safety issues for opinions, and share for academic intellectual and emotional
safety. self or others. alternative perspectives. achievement, and safety for themselves and
9/12/23 establish intellectual and others in the classroom.
emotional safety in the
classroom. 4/27/24
The classroom is Our school has a new I provide discussion
organized safely, and program called Friendzy, stems to help students
students make sure that it which supports students feel comfortable with
is kept clean by returning in developing resiliency sharing their ideas and
borrowed supplies and through social emotional perspectives. A variety of
straightening out desks learning. I have been able discussion stems allow
and chairs before they to incorporate some of students to agree or
leave. 9/12/23 the strategies taught in disagree with and
Friendzy lessons during question their peers
Evidence my ELA classes. For politely. 4/27/24
example, we practice
“building each other up” Students use the
during whole class appropriate discussion
discussions. This helps stems to participate in
students feel comfortable group and class
with sharing different discussions. They use
opinions and these stems to respond to
perspectives because their peers in a way that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
they know they will encourages respectful
receive support academic conversations.
regardless of any 4/27/24
disagreements. 9/12/23

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. 9/12/23 address achievement in meeting high differentiated strategies
and appropriate
gaps. 4/27/24 expectations for to meet high
support for all
achievement. expectations.
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. 9/12/23 and problem solving in order thinking, and consistently high levels of
learning. 4/27/24 problem solving across factual and analytical
subject matter. learning.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I establish high I provide resources to
expectations for all help all students
students by having clear participate in classroom
learning tasks that all tasks. Teacher provides
students must complete. I tools like graphic
monitor students’ organizers and sentence
progress and review their frames to support English
performance on Learners in
completed work and demonstrating their
assessments to determine mastery of the lesson
what scaffolds must be content. 4/27/24
provided to ensure all
Evidence students are successful. Students use available
9/12/23 resources to complete
assigned tasks. English
Students work with me in Learners are able to use
small groups to receive graphic organizers and
more focused support sentence stems to
while other students formulate their ideas for
work independently. I longer writing
would like to work on assignments. 4/27/24
further differentiating my
instructional approach to
meet each student’s
needs. 9/12/23

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
Developing,
for individual and group individual and group behavior within and maintaining high
communicating, and
behavior. 9/12/23 behavior. 4/27/24 across learning activities. standards for individual
maintaining
and group behaviors.
high standards for
Refers to standards for Reviews standards for Utilizes routine Guides and supports
individual and group
behavior and applies behavior with students in references to standards students to self-assess,
behavior
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. 4/27/24 behavior and
reinforcement. 9/12/23 participation.
Students follow behavior
Students are aware of Students know expectations, accept Students respond to Students demonstrate
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
classroom rules and expectations for behavior consequences and individual and group positive behavior,
consequences. and consequences and increase positive behaviors and encourage consistent participation
respond to guidance in behaviors. 4/27/24 and support each other to and are valued for their
following them. 9/12/23 make improvements. unique identities.

At my school, junior high I assign group roles to

(6th-8th) has three main help students hold
rules: Respect people, themselves and their
respect learning, and group members
respect property. In the accountable. Teacher
first week of school, I clearly explains the
introduced these rules to expectations for each role
my students and had and helps students
them come up with understand the value of
specific examples of working together.
behaviors that would 4/27/24
follow these rules. The
students are also aware Students take on
of the consequences for responsibility for a
Evidence unacceptable behavior. specific roles in their
After an initial warning, groups. They support
“behavior marks” are each other in fulfilling
given when students their roles, which include
break these rules. I Facilitator, Recorder,
review these rules with Reporter, and Resource
students periodically Manager. 4/27/24
throughout the school
year, but I would like to
become more intentional
about reviewing them
consistently, especially
before individual and
group work. 9/12/23

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 procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. 9/12/23 development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
9/12/23 to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of positive behaviors.
procedures, routines, and Students receive 4/27/24 Students are involved in Students share
classroom norms. correction for behavior assessment and responsibility with
that interferes with Students receive timely monitoring of routines, teacher for managing and
learning, and positive and effective feedback procedures, and norms in maintaining a positive
reinforcement in and consequences for ways that improve the classroom climate that
following routines, behaviors that interfere learning climate. promotes learning.
procedures, and norms. with learning. 4/27/24
9/12/23
I use the auditory signal I establish and maintain a
“Give me 3, 2, 1” to call for bell-work routine to
the students’ attention ensure a smooth start to
before addressing the each class period and use
class. 9/12/23 class time efficiently.
While students complete
Students use hand signals the daily bell-work
to receive permission to activity, I check in with
leave the classroom to students and provide
use the restroom and assistance when
refill their water bottles. necessary. 4/27/24
Students have jobs that
Evidence give them the Students come into the
responsibility for classroom and begin their
routines such as bell-work activity.
distributing materials and Students who are off task
assisting students who receive a warning first,
return from an absence. followed by a behavior
9/12/23 mark. They work quietly
and wait to share with the
class. Each week, bell-
work assignments focus
on vocabulary, grammar,
reading, and writing.
4/27/24
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. 9/12/23 activities and closure.
Using instructional
4/27/24 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. 4/27/24 setting.
completion. 9/12/23

For any lessons that I display a timer slide to

involve direct instruction, help students manage
I make sure to check for their group and
understanding before independent work time. I
having students work in provide reminders to
groups or independently. help students pace
9/12/23 themselves and prepare
to transition between
Generally, classwork that activities. 4/27/24
is not completed becomes
homework for students. I Students work on
Evidence would like to improve my assigned tasks and use
pacing of student work the timer and reminders
time to use class time to manage their time
more efficiently. wisely. They are
Specifically, I would like prepared to transition to
to work on minimizing the next activity quickly
off-topic discussions and and quietly to prevent
encouraging students to wasting class time.
use their work time 4/27/24
effectively. 9/12/23