Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

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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. community that is Students take leadership
a caring community 10/1/17&12/10/18 responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community Students demonstrate identities of all students. respectful classroom
respectfully classroom community. building activities, efforts to be positive, 5/10/19 community where
designed to promote accepting, and respectful student’s home culture is
caring, fairness, and of differences.10/1/17 Students take included and valued.
respect. &5/10/18 responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
Teacher View: I have created a renewed
sense of student voice
At the beginning of every within my classroom to
semester, I go over my create a collaborative
classroom rules and student norm and
expectations. In lieu of classroom expectation list
going over academic at the onset of the year.
syllabi, I focus my efforts This provides students
on creating an with a sense of propriety
atmosphere of positivity over the classroom
Evidence
and support that community and
permeates throughout empowers them to take
my teaching. My charge of their actions.
classroom rules are
simple, respect, try, and
work hard! All of which
direct students to grow
into self-motivated
learners that take pride in
their own learning and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
also feel supported in
their journey throughout
the class.

Student View:

Collaborative work is a
norm within my
classroom. Whether it be
turning direct instruction
in which students must
discuss points in a lesson,
but also in more
summative ways in the
form of group projects.
Behavior expectations are
always modeled and gone
over. I have cultivated an
atmosphere in which
mistakes are often valued,
hence a lower affective
filter for students to
engage in material within
an environment in which
they feel safe and secure.

During the semester I

continue to develop a
classroom in which
students feel secure and
safe as well as respected
during their learning
acquisition throughout
the year. A bigger
emphasis on student
participation and
maintaining these norms
can be pursued further
and in more meaningful
ways.
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. 10/1/17 and completion of structures for interaction
environments that
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 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
10/1/17 academic interactions. assessment of
5/10/18 & 5/10/19 interactions to improve
effectiveness and develop
a positive culture for
learning.
Teacher View: The continuous
utilization of Google
I have embedded apps for education
much of my class have provided me a
within a virtual means to construct
classroom as environments in
Evidence
provided by G-Suite which students can
apps for education. I interact with each
often provide digital other on a daily basis.
discussion boards in I have incorporated a
which students must variety of these types
interact and address of resources for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
each other on this students during any
platform. Moreover, unit of instruction
through group that increases their
activities, students developments
are also required to through positive
discuss and tackle academic interactions
content in various with students of
modalities. various backgrounds.

Student View: I continue to develop

my classroom
Though project based environment to
learning, students increase student
must create engagement and
opportunities among learning throughout
themselves to discuss each unit of study. As
and work together in well as pushing the
positive ways in or idea of equity and
der to successfully diversity within my
traverse content classroom.
material. This is done
via sharable
technology
documents such as
google slides, docs,
sheets, etc.
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. 5/10/19 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.12/10/18
emotionally safe
emotional safety. Students demonstrate
Students are aware of 10/1/17 & 5/10/18 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
10/1/17 establish intellectual and others in the classroom.
emotional safety in the
classroom. 5/10/18
Teacher view: During the second
semester I made a
I establish an strong push towards
environment in incorporating growth
which risk in sharing mindset aspects on a
opinions is valued in daily basis within my
the scheme of being a classroom. these
successful elements allowed
Evidence
mathematician. As students to increase
stated previously, their own personal
having a growth resilience and
mindset is a perseverance there
cornerstone of our difficult
core development mathematical
and this includes grit challenges and
in traversing content concepts.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
without reservation I have created more
and with resiliency. opportunities
throughout the year
Student View: to reflect upon my
own modeling
Students are throughout each
provided with lesson to provide the
various opportunities highest levels of
throughout a lesson intellectual and
to provide their emotional safety and
opinions in an the affect it has on
atmosphere in which student performance
the pervading and participation.
mentality is that
there is no wrong Student voice has
answer as long as been an essential
there is justification. part of my classroom
Moreover, productive evolution throughout
discussion is always this process.
monitored and
modeled until
students feel
comfortable
interacting in this
way.

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
Creating a rigorous learning environment on learning environment learning environment throughout the learning learning environment in
learning accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
environment with completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
high expectations tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
and appropriate Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
support for all importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
students maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students while becoming aware of understanding of technologies throughout Supports students to
10/1/17. achievement patterns for achievement patterns, instruction that support utilize an extensive
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. expectations.
Some individuals and Students engage in a
Some students ask for groups of students work variety of differentiated Students actively use Students take
teacher support to with the teacher to supports and challenges supports and challenges responsibility to fully
understand or complete support accuracy and in ways that promote to complete critical utilize teacher and peer
learning tasks. 10/1/17 comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 5/10/18 and problem solving in order thinking, and consistently high levels of
learning.12/10/18 & problem solving across factual and analytical
5/10/19 subject matter. learning.

Teacher View: Increasing rigor with I have provided my

in my classroom has students with more
Rigor has always been primarily based opportunities to
been a topic of in creating open explore problems at
discussion within my ended questions for higher levels of
school site the students to inquiry and
department. We encounter discovery. This is
often find that we do throughout a unit of achieved through the
not offer many study. Students now incorporation of
opportunities for have an Avenue to project based
rigor and find a place demonstrate their learning
for growth within knowledge in ways opportunities that
this area. Students outside of the are integrated
Evidence
are aware however, traditional test, such throughout a unit of
of the expectations as presentations and study.
that are expected of Hands-On projects.
the work that they do This has increased
turn in and the student engagement
quality in which they with regards to
submit it in. personal ownership
over the products
Student View: that are created as
well as deepening
When learning tasks their understanding
are presented to our of foundational
students, it is often concepts.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
necessary to guide
them through a
majority of the steps
in order to not only
maintain engagement
with the material, but
also to maintain
accuracy and
successful
completion. These
task initially meant to
be independent in
nature, often turn
into guided lessons.

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
Developing, rules, and consequences some student involvement. including culturally expectations, positive environment using
communicating, and for individual and group Communicates, models and responsive instruction supports, and systems that ensure
maintaining behavior. 10/1/17 & explains expectations for to develop and maintain consequences for students take an active
high standards for 5/10/18 individual and group high standards for individual and group role in monitoring and
individual and group behavior.12/10/18 individual and group behavior within and maintaining high
behavior behavior. across learning activities. standards for individual
Reviews standards for and group behaviors.
behavior with students in Utilizes routine Guides and supports
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Refers to standards for single lessons or sequence
behavior and applies of lessons in anticipation of
consequences as needed. need for reinforcement.
10/1/17 & 5/10/19
Students know
expectations for behavior
Students are aware of and consequences and
classroom rules and respond to guidance in
consequences. following them. 10/1/17 &
5/10/18
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. behavior and
participation.
Students follow Students respond to Students demonstrate
behavior expectations, individual and group positive behavior,
accept consequences behaviors and encourage consistent participation
and increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.

At the beginning of Teacher View:

the year, I set the
standards for At the onset of every
expectations, project, I often go over
classroom rules and expectations on
consequences within behavior within the
an introduction group to maintain a
presentation for the sense of drive as well
year. Students also as productivity
take a quick throughout the
assessment on the project’s completion.
concepts that were
explained to make Student View:
Evidence sure that students
understand the Expectations for
expectations students are posted
throughout my
classroom for students
to reference as well as
the consequences
involved in not
meeting these set
expectations on a daily
basis.

I have begun to
include student voice
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in creating classroom
norms and
expectations in
different settings
throughout a unit of
study through the
utilization of Socratic
seminars.

I continue to
incorporate methods
to increase the quality
of student interaction
within my classroom.

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 routines and procedures monitoring and reflecting participating in
single lessons to support in 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
Employing classroom 10/1/17 &12/10/18 builds on student integrates school
routines, procedures, strengths. 5/10/19 standards and culturally
norms, and supports Seeks to promote relevant norms.
for positive behavior Responds to disruptive positive behaviors and Provides positive behavior Promotes positive
to ensure a climate in behavior. responds to disruptive supports. behaviors and Promotes positive
which all students behavior. Responds appropriately to consistently prevents or behaviors and establishes
can learn behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. climate that eliminate
Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of reinforcement for positive
procedures, routines, and Students receive behaviors. 10/1/17 Students are involved in Students share
classroom norms. correction for behavior assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
that interferes with Students receive timely monitoring of routines, teacher for managing and
learning, and positive and effective feedback and procedures, and norms in maintaining a positive
reinforcement in consequences for ways that improve the classroom climate that
following routines, behaviors that interfere learning climate. promotes learning.
procedures, and norms. with learning. 10/1/17
& 5/10/18 &12/10/18
Teacher View: Self-reflection has
become a large part
There are established of my classroom
routines and experience for my
expectations for all students. Moreover,
modalities that I peer critique
utilize within my protocols afford
classroom. From the students the
way in which they set framework to
-up their notes to the continue to monitor
time in which they and assess the
take to sign in to an relative effectiveness
online session, of their work process
students are aware of throughout a lesson
the specific norms or unit.
within my classroom.
Evidence
This also includes
their behavior during
these activities and
the ways in which
they should address
their own individual
learning
opportunities.

Student View:

Students understand
the consequences of
not following the
classroom norms and
the progressive
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.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
10/1/17
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 10/1/17
discipline model as
well as participation
points that are
assessed through
their behavior within
the classroom and the
engagement that they
maintain throughout.
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.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with options learning activities and are goals, and participate in
for extension and review. prepared for the next reflection, self-
5/10/18 &12/10/18 & sequence of instruction. assessment, and goal
5/10/19 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Teacher View: During the second
semester I have made
I try my best to make specific focus to
it a point to pace my utilizing the most of
lessons in a way that my instructional time
not only allots for and by constantly
time for me to get incorporating closure
through direct within each of my
instruction, but also lessons. This has
affords the students made my specific
the opportunity to construction more
traverse independent complete and has
practice as well as made learning more
display their learning clear and
and understanding of understanding to all
the material. students within my
Evidence However, I often miss classroom.
opportunities for
closure when time is I continue to pace my
depleted. instruction to the
best of my ability
Student View: with both the
necessity of content
Students are knowledge and the
provided with ample current levels of
amounts of time to understanding that
complete learning my students have
tasks with specific during a unit of
adjustments or study.
modifications made
as necessary or as
deemed fit for the
specific unit of study.