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 caring
creating and maintaining a community based on
respectful behavior to and respect in interactions. Assists
caring classroom respect, fairness, and the
support social communications with students to resolve community. value of all members.
development. students about language conflicts. Supports students in taking 7/2/18 & 12/12/18&
Promoting social and behavior. Incorporates cultural leadership in developing a 5/6/19
Development and Seeks to understand awareness to develop a caring community that is
responsibility within cultural perceptions of positive classroom responsive to the diverse
caring community. climate. cultural norms of identities Students take leadership in
a caring community of all students. resolving conflict and
where each student
Some students share in Students participate in Students demonstrate creating a fair and respectful
is treated fairly and Students take responsibility classroom community
respectfully responsibility for the occasional community efforts to be positive,
resolving conflicts and where student’s home
classroom community. building activities, accepting, and respectful maintaining a caring culture is included and
designed to promote of differences. classroom community. valued. Students
caring, fairness, and Students promote respect communicate with empathy
respect. and appreciation for and understanding in
differences. interactions with one
another. 7/2/18 &
12/12/18& 5/6/19

Has fostered a beautiful, caring,

respectful classroom culture
where students support and
encourage one another.
Empathy is recognized and
celebrated. Example: as a group
we discussed the idea of
segregation. Our real-world
example was students who had
black shoes were not allowed to
use a certain drinking fountain.
Teacher asked does this sound
fair? Students were in an uproar
Evidence and immediately said no. When
asked would they segregate or
treat someone like this.. They
quickly said no! 7/2/18
Teacher has updated the outside
bulletin board to reflect
gratitude during November with
20 Days of Gratitude in which
students had a new task to show
gratitude each day. Also, Caring
during December with a Grinch
needing his heart-filled.
12/12/18& 5/6/19
During a conflict in class or on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the playground students are
encouraged to be problem-
solvers. First they need to try
and solve their own problem
before asking another student
or adult. When they
communicate they use a calming
voice and show respect through
body language and words used.
7/2/18 & A classroom job
this year is Mindful Master.
This job is rotated each
month and the student is in
charge of choosing an
activity that will help second
graders be more mindful of
their bodies, space, people,
focus techniques, kindness,
compassion, etc. They can
use Go Noodle, Mindful Kids
cards, or yoga cards.
12/12/18& Students’ have
a Social Skills class once a
week that develops
coping skills and healthy
emotional/ social habits
to use in class, school, and
home. 5/6/19
ISTE Standard: 3a. I
create experiences for
learners to make positive,
socially responsible
contributions and exhibit
empathetic behavior
online that build
relationships and
community. (September
2018)
NBPTS Standard:
Proposition 1.4: Teachers
Know Their Mission
Transcends the Cognitive
Development of Their
Students
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
environments that reflect
importance of the virtual learning environments that reflect environments flexibly to
student diversity and provides a
physical and/or virtual environments that student diversity and broad range of resources, facilitate access to a wide
learning environments support student learning. provide a range of displays, and artifacts that are range of resources that
that support student resources for learning. current and integral to engage students in
Creating physical or learning. instruction. 7/2/18 & learning. Ensures that
virtual learning Structures for interaction Utilizes a variety of 12/12/18 & 5/6/19 environments enhance
environments that Integrates a variety of structures
Is aware that structured are taught in single structures for interaction for interaction that engage learning and reflect
promote student interaction between lessons or sequence of during learning activities diversity within and
students constructively and
learning, reflect students can support lessons to support that ensures a focus on productively in learning. 7/2/18 beyond the classroom.
diversity, and learning. student learning. and completion of & 12/12/18& 5/6/19
encourage learning tasks. Students routinely use a range of Selects from a repertoire
constructive and resources in learning
Some students use Students use resources Students use a variety of environments that relate to and of structures for
productive available resources in provided in learning resources in learning interaction to ensure
enhance instruction and reflect
interactions among learning environments environments and environments and their diversity. 7/2/18 & accelerated learning for
students during instruction. interact with each other interact in ways that 12/12/18 & 5/6/19 the full range of students.
to understand and deepen their Students share in monitoring
and assessment of interactions Students participate in
complete learning tasks in understanding of the
to improve effectiveness and monitoring and changing the
single lessons or content and develop develop a positive culture for
design of learning
sequence of lessons. constructive social and learning. 7/2/18 & 12/12/18
environments and structures
academic interactions. & 5/6/19 for interactions.
Classroom bulletin boards are
updated regularly with current
work and resources for students
to review. 7/2/18 &
12/12/18& 5/6/19
Group work, partners, teacher
led and individual work is given
throughout the day to provide a
wide range of interaction. Peer
edits in writing with guidelines
from teacher are given to
provide opportunities for
feedback from peers.7/2/18 &
Evidence
12/12/18 & 5/6/19
Centers for Language Arts and
math provide individuals with
on-level and challenging
problems/work. 7/2/18 &
12/12/18 & 5/6/19
After instructional videos are
watched, whole-class quizzes on
Brain Pop Jr. are given to reflect
on material.
7/2/18& 12/12/18 &
5/6/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
ISTE Standard: 5c. I
explore and apply
instructional design
principles to create
innovative digital
learning environments
that engage and
support
learning. (September
2018)
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, intellectual, students to take risks and the students for the
and emotional safety using offer respectful opinions
are required by the site, materials, student about divergent viewpoints.
establishment and
district, and state. interactions, and the multiple strategies that maintenance of a safe
include examining biases in 7/2/18 & 12/12/18
Responds to behaviors organization of the physical, intellectual, and
the learning environment
that impact student safety learning environments. and curriculum.
Engages in reflection on their emotional environment
Establishing and as they arise. own language and behavior focused on high quality
maintaining learning that contributes to intellectual and rigorous learning.
Models and provides and emotional safety in the
environments that Explores strategies to instruction on skills that classroom. 7/2/18 &
5/6/19
are physically, establish intellectual and develop resiliency and 12/12/18
intellectually, and emotional safety in the support intellectual and Students demonstrate
emotionally safe Students are aware of classroom. emotional safety.
Students develop and practice resiliency in
required safety resiliency skills and strategies perseverance for
to strive for academic
procedures and the Students take risks, offer academic achievement.
achievement, and establish
school and classroom Students follow teacher opinions, and share intellectual and emotional Students maintain
rational for maintaining guidance regarding alternative perspectives safety in the classroom. intellectual and emotional
safety. potential safety issues for 7/2/18 & 12/12/18 safety for themselves and
self or others. others in the classroom.
5/6/19
Mistakes are welcome in the Teacher facilitates an
classroom. Students are environment in the
encouraged to challenge classroom that is
themselves and successes are
encouraging, safe, and
celebrated. 7/2/18 & Teacher
promotes digital citizenship by rigorous through signs in the
teaching students how to safely classroom, and clear
use online tools and websites. expectations of appropriate
One way is with this Brain Pop classroom behavior that is
Jr. video. 12/12/18 reinforced by teacher and
Kind words are rewarded with student. 5/6/19
verbal praise and internal
reflection occurs when
Students created their own
instructor reflects back to the
VALUES for the classroom
Evidence “Golden Rule” which is a huge
and there is a student
part of the classroom culture.
7/2/18 & 12/12/18 Mindful Master job where
they choose an activity to
Establishes clear expectations promote a emotionally safe
and routines from the first day classroom. 5/6/19
and consistently applies them
throughout the year. Uses
ISTE Standard: 3c. I mentor
difficult situations as learning
opportunities for all students. students in safe, legal and
Students also participated in a ethical practices with digital
NED Show presentation where tools and the protection of
they learned to be persistent intellectual rights and
even when challenges came property. (September 2018)
their way. 7/2/18 & 12/12/18
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 learning Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that environment that includes the learning environment learning environment in
accuracy of answers and includes accuracy, accuracy, analysis, problem that values accuracy, which students take
understanding, and the solving, and appropriate analysis, and critical reading, leadership in learning.
completion of learning
importance of meeting levels of challenge. writing and thinking. Fosters extended studies,
tasks. targeted learning goals. Holds high expectations for Integrates strategic scaffolds research, analysis and
Creating a rigorous
Is aware of the Works to maintain high students. Has an and technologies throughout purposeful use of learning.
learning
importance of expectations for students understanding of instruction that support the Supports students to utilize
environment with
maintaining high while becoming aware of achievement patterns, and full range of learners in an extensive repertoire of
high expectations
expectations for students. achievement patterns for uses scaffolds to address meeting high expectations differentiated strategies to
and appropriate individuals and groups of achievement gaps. 7/2/18 & for achievement. meet high expectations.
support for all students. 12/12/18 Students actively use Students take responsibility
students Some individuals and groups Students engage in a variety supports and challenges to to fully utilize teacher and
of students work with the of differentiated supports complete critical reading, peer support, to achieve
Some students ask for
teacher to support accuracy and challenges in ways that writing, higher order consistently high levels of
teacher support to and comprehension in their promote their accuracy, thinking, and problem factual and analytical
understand or complete learning. analysis, and problem solving across subject learning.
learning tasks. solving in learning. 7/2/18 matter. 5/6/19
& 12/12/18
Students are given content that
will provide varying levels of
Teacher and students
challenge based on expectations of had a classroom
teachers’ instruction. Scaffolding is
given during individual and group discussion during
work by using manipulatives or social studies on how
pictures to show problems in math
or breaking down a problem to they think Mount
simpler terms and methods OR
challenging students to explain
Rushmore was
their thinking on a problem. created. Teacher
Grouping of students also provides
the teacher a chance to work with allowed time for each
students from various levels to student to propose
Evidence meet their individual needs and to
ensure they are being challenged their thinking and
or scaffolding where needed.
7/2/18& During our recent
reasoning. 5/6/19
Dinosaur research project, teacher
paired up students with similar
levels and needs to better assist
when a problem arose. 12/12/18
Students engage in differentiated
instruction and grouping that
promotes problem solving.
Students work with peers to
problem solve and they are also
encouraged to problem solve on
their own. 7/2/18& 12/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging
Establishes expectations,
rules, and consequences for
individual and group
behavior.
Developing,
communicating, and
Refers to standards for
maintaining
behavior and applies
high standards for consequences as needed.
individual and group
behavior
Students are aware of
classroom rules and
consequences.
Evidence
Exploring
Develops expectations with
some student involvement.
Communicates, models and
explains expectations for
individual and group
behavior.
Reviews standards for
behavior with students in
single lessons or sequence of
lessons in anticipation of
need for reinforcement.
Students know expectations
for behavior and
consequences and respond
to guidance in following
them.
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual and
group behavior.
Utilizes routine references to
standards for behavior prior
and during individual and
group work.
Students follow behavior
expectations, accept
consequences and increase
positive behaviors.
Integrating Innovating
Integrates equitable Facilitates a positive
expectations, positive environment using
supports, and consequences systems that ensure
for individual and group
students take an active
behavior within and across
learning activities. 7/2/18 &
role in monitoring and
12/12/18 &5/6/19 maintaining high
Guides and supports standards for individual
students to self-assess, and group behaviors.
monitor, and set goals for
individual and group
behavior and participation.
7/2/18 & 12/12/18
&5/6/19
Students demonstrate
Students respond to
individual and group
positive behavior,
behaviors and encourage consistent participation
and support each other to and are valued for their
make improvements. unique identities. 5/6/19
7/2/18 & 12/12/18
Supports positive behavior and Students’ voices are
applies rules of the school and
classroom fairly and equally. heard through
Students have three ways of discussions in class.
earning positive supports: table
points, clip chart, and letters for Students are aware
whole class – classroom party. that each student’s
7/2/18 & An addition to the
table points this year has been identities are
including an expected number important to hear
of 10 or more in order to win to
choose from a choice board of and respect. During
various items. 12/12/18 class discussions and
&5/6/19
Teacher supports students by lessons students are
providing clear expectations in encouraged to
the start of the year and
throughout the year. participate and
Redirection is given if necessary. sometimes teacher
Teacher also asks input of the
students as to what would be a pulls names to
fair rule or consequence for participate. Students
various activities. 7/2/18 &
12/12/18 &5/6/19
who show a positive
Students use their own outlook are clipped
strengths and encourage each up and praised.
other to reach behavior goals.
Positive feedback and 5/6/19
encouragement is supported in
the classroom for self-
improvement. 7/2/18 &
12/12/18
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
builds on student integrates school
Provides positive strengths. 7/2/18 & standards and culturally
Employing classroom
Seeks to promote positive behavior supports. 12/12/18 &5/6/19 relevant norms.
routines, procedures,
Responds to disruptive behaviors and responds Responds appropriately Promotes positive
norms, and supports
behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
for positive behavior
lessen disruptions to the consistently prevents or behaviors and establishes
to ensure a climate in
learning climate. refocuses behaviors preventions and a
which all students
Students participate in disruptive to the learning positive classroom
can learn
routines, procedures, and climate. 7/2/18 & climate that eliminate
norms and receive 12/12/18 &5/6/19 most disruptive behavior.
reinforcement for Students are involved in
Students receive positive behaviors. assessment and Students share
Students are aware of correction for behavior monitoring of routines, responsibility with
procedures, routines, and that interferes with Students receive timely procedures, and norms in teacher for managing and
classroom norms. learning, and positive and effective feedback ways that improve the maintaining a positive
reinforcement in and consequences for learning climate. 7/2/18 classroom climate that
following routines, behaviors that interfere & 12/12/18 promotes learning.
procedures, and norms. with learning. 5/6/19
Teacher involves students in
setting respectful classroom
Students facilitate a
expectations during first few days positive learning
of school. Reinforces these
expectations throughout the environment by
school year with incentives which encouraging their
encourage students to maintain
positive learning environment. classmates to clip-up,
During routines of the classroom,
teacher plays music to aide in
earn table group
Evidence students learning and becoming points, and earn
independent with their learning.
For example: when it is writing letters by listening to
time teacher will play soothing classroom values.
music.. 7/2/18 & 12/12/18
Students are taught about making 5/6/19
good choices and when they are
showing a behavior that is
unconducive to an effective
learning environment students
assess themselves on the choices
they made. 7/2/18 & 12/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize Some students complete
learning learning activities in time
allotted.
Evidence
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
7/2/18 & 12/12/18
Students participate in &5/6/19 Students monitor their
and complete a variety of own time, are engaged in
learning activities in the Students use their accomplishing learning
time allotted with options instructional time to goals, and participate in
for extension and review. engage in and complete reflection, self-
learning activities and are assessment, and goal
prepared for the next setting.
sequence of instruction.
7/2/18 & 12/12/18
&5/6/19
Has truly improved with
planning instructional time
to maximize student
learning. Learning activities
are carefully prepared to
reinforce instruction.
Quizzes and informal
assessment is used to gauge
student learning and modify
instruction. Teacher tells
students the allotted time
for an assignment. Timers
are available if students
need extra assistance in
monitoring their time.
7/2/18& Teacher provides
students with choices when
developing their project
after researching their
dinosaur. This allows for
students to take control of
their learning while still
using instructional time
wisely. 12/12/18 & Teacher
uses a timer to help students
and herself monitor time on
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
assignments. 5/6/19
Students are engaged in
learning activities that will
help them understand the
next content topic. For
example in math: if the
student is struggling to
grasp a concept, they will be
retaught and further
practice will be given.
7/2/18 & 12/12/18
&5/6/19
ISTE Standard: 5a. I
use technology to
create adapt and
personalize learning
experiences that foster
independent learning
and accommodate
learner differences and
needs. (September
2018)