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. (9/22/20) community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences. (9/22/20)
I always make sure that With my guidance,
all students are being students take
kind and respectful when responsibility to resolve
we are on Zoom. I conflicts. We have done
consistently reinforce breakout rooms for
those rules when we are students to chat by
having discussions or themselves (with me
breakouts during class. I supervising). This helps
also reinforce those rules students take
Evidence for all the chat features responsibility for their
that the students have own classroom
access to online. environment and how
(9/22/20) they want their learning
environment to look and
feel like. (9/22/20)
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 (9/22/20) resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use a variety of Students routinely use a
productive
available resources in Students use resources resources in learning range of resources in Students participate in
interactions among
learning environments provided in learning environments and learning environments monitoring and changing
students
during instruction. environments and interact in ways that that relate to and enhance the design of learning
interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks in content and develop Students share in interactions.
single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
(9/22/20) interactions to improve
effectiveness and develop
a positive culture for
learning.
My students will be in a My students use a variety
virtual learning of resources for their
environment for the leaning and encouraged
entire year. During our to build on each other
class times, I try to ideas in a respectful and
support all student constructive way. We
learning and welcome the discuss things a bias-free
Evidence
diversity of all my environment. (9/22/20)
students. I allow them
opportunities to share
about their own life
experiences, which lets
other students to have
constructive and positive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
interactions. (9/22/20)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of (9/22/20) 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
(9/22/20) establish intellectual and others in the classroom.
emotional safety in the
classroom.
My students are always
encouraged to share their
opinions and thoughts
with each other in
constructive ways.
(9/22/20)

I give clear expectations

Evidence of what their behavior
should look like and I
model ways to agree and
disagree in a polite
manner. I also encourage
all my student to
participate in all
discussion, regardless of
their opinions. (9/22/20)
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. (9/22/20) address achievement in meeting high differentiated strategies
and appropriate
gaps. 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. and problem solving in order thinking, and consistently high levels of
learning. (9/22/20) problem solving across factual and analytical
subject matter. learning.

My goal for this year is I am consistently

that all students succeed changing up how I do
in everything they do. things in class to make
That doesn’t mean the sure that all my students
highest grade, but I are being supported and
wanted to have rigorous challenged within my
learning to develop a lessons. Students use a
deeper thought process. I variety of supports, like
help support students office hours and small
Evidence through long-term groups, to help promote
projects and help set their learning. (9/22/20)
learning goals for them.
(9/22/20)
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. (9/22/20) behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. (9/22/20) make improvements. unique identities.

My students and I aMy students follow the

developed our class rules behavioral and classroom
together at the beginning expectations that they
of the year. The rules helped lay out. I have not
help communicate and had any problems yet, but
maintain expectations. my student respond
They are posted on our positively toward the
google classroom as a small consequences that
resource that students they have had so far.
Evidence can refer back to They also have responded
throughout the year. well to rewards like ‘Fun
(9/22/20) Friday’ that help the week
run smoother. (9/22/20)
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
(9/22/20) builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds Provides positive Promotes positive
routines, procedures, behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
norms, and supports Responds appropriately consistently prevents or behaviors and establishes
for positive behavior to behaviors in ways that refocuses behaviors preventions and a
to ensure a climate in lessen disruptions to the disruptive to the learning positive classroom
which all students learning climate. climate. climate that eliminate
can learn Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
with learning. (9/22/20)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I am always maintaining Students are involved in
the classroom norms assessment and I make it
throughout every lesson. very clear to them why
When we move into they are taking
breakout, or I let students assessments. My
use the chat feature, I will students will ask
review the norms again to questions, like “why are
make sure they know we learning this?”, and I
Evidence
how to behave and have think it is important to
the best possible learning explain why they are
environment with each learning what they are
other. (9/22/20) and why it is import for
their development.
(9/22/20)
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
impact pacing and to optimize learning. completion of learning monitoring of
lessons. (9/22/20) activities and closure. instructional time.
Using instructional
time to optimize
Some students complete Students participate in Students use their Students monitor their
learning
learning activities in time Students complete and complete a variety of instructional time to own time, are engaged in
allotted. learning activities and, as learning activities in the engage in and complete accomplishing learning
needed, may receive time allotted with options learning activities and are goals, and participate in
some adjustments of time for extension and review. prepared for the next reflection, self-
allotted for tasks or sequence of instruction. assessment, and goal
expectations for setting.
completion. (9/22/20)

I pace based on learning

time. If we move slower
through and activity that I
originally planned, then I
make the appropriate
adjustments for the rest
of the week. I also will
add work for students to
do independently if we
rund out of time during
class. This also allows me
to asses in a “I do, we do,
Evidence you do” type of way.
(9/22/20)

Students complete
learning activities in the
allotted time, daily and
weekly, for independent
work. They may receive
some adjustments on
certain assignments
because our program is
very flexible to meet al
learning needs.(9/22/20)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning